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Caring and Trusting Relationships with Students During School Closures

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    • Caring and Trusting Relationships with Students During School Closures

      This four part series explores the role of educators and adults in developing and maintaining caring and trusting relationships with students, even when building closure and remote learning make that difficult.

      In this remote learning landscape, we’re learning that caring and trusting relationships between students and educators are essential and crucial. If we want students to thrive, they need support to learn how to adapt to this new world and they need to be empowered to become pioneers of a new, rapidly changing world

      Students must be open to inquiry—to analyze knowledge with incisiveness, to navigate diverse viewpoints, and to understand the lived experience of others. They need to be aware of their own power and potential. More importantly, students must be wildly reflective about their place in the world and recognize their skills and strengths. 

      When we develop deep relationships with our students, we can push our students at the edge of their proximal zone of development and see them succeed in ways we never imagined. We can ask students to develop a clear sense of their identity and teach them to be self-directed learners who proactively seek the perspectives of others.

      When we come together as school communities to help our students envision, measure, and achieve ambitious goals—that’s when we see our students fly into their vast and boundless potentials. 

      Check out the series

      • Part One: What structures and protocols can we establish so that every student  has a positive relationship with at least one teacher in the school? How do we ensure our complex learners receive critical and timely support?

       

      • Part Two: How can trust and belief in our students help them achieve at the highest levels? How do we create online learning environments that encourage students to take risks and learn from their mistakes?

       

      • Part Three: How do we create a learning environment that is culturally responsive to students’ complex and overlapping identities? How do we make sure that students feel like they belong and trust those around them?
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What does trust and belief in our students look like in a virtual environment?

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