[Being Relational]

@ Cosumnes River College

Presented by the Teaching and Learning Leads

This series will examine how we can demonstrate caring with our students and our colleagues, building off the foundational culturally responsive teaching work of Geneva Gay (2000). Specifically, we will be focusing on one aspect of this work-- building relationships with our students and colleagues. The techniques and practices recommended in this series are research-driven strategies, based on the theoretical work of scholars such as J. Luke Wood, Frank Harris III, Sim Barhoum, Michelle Pacansky-Brock and many others.

Dr. Geneva Gay (2000), defines Culturally Responsive Teaching (or CRT) as a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes. A critical part of CRT are four aspects of Attitudes of Caring:

Caring is attending to the person and performance -- Instructors model personal values (i.e. patience, persistence, responsibility, trust, etc.) while incorporating skills such as determination through the curriculum. This fosters self-efficacy and agency in students.
Caring is an action, not related to "dumbing down" rigor -- Through caring, faculty demonstrate respect to students, provide choices, and are tenacious in efforts to make information clear.
Caring prompts effort and achievement -- Storytelling builds empathy. By sharing your own stories of struggle, failure, and achievement you are able to demonstrate to your students that you care and are interested in their efforts and experiences. Let students know you are "walking" along with them in their learning process. Designing assessment options that allow students to reflect on their lives and experiences increases their cognitive understanding.
Caring is a multidimensional response -- Learning is a process and a partnership with students anchored in respect, honor, integrity, resource-sharing, and a deep belief in the possibility of their transformation. Marginalized students can and will improve school success under the care of committed teachers.

Gay, G. (2000). Culturally responsive teaching: Theory, Research, and Practice. New York: Teachers College Press.

Being Relational: The Series

Part 1: Authentic Care

During Week 5 of the semester, engage with the research around the importance of Authentic Care in student success and professional interactions. Then, engage with colleagues to brainstorm ways to add authentic care elements to your classrooms, as well as interactions with colleagues.

Part 2: Inclusive Teaching and Learning

During Week 8 of the semester, dive into the research on Inclusive Teaching and Learning. Then, engage with colleagues to brainstorm how to incorporate inclusive teaching practices into your classroom and identify ways you can support colleagues.

Part 3: Normalizing Failure

During Week 10 of the semester, review the research and ideas surrounding Normalizing Failure and the negative impact failure has on students and their success. You will consider how praise is only heaped upon the successful, and not the innovative. Then, brainstorm with your colleagues on ways to normalize failure in your courses, and across campus for all.

Part 4: Humanizing your Classes

During Week 12 of the semester, engage with research surrounding the benefits of Humanizing Your Courses. You will review various humanizing elements and brainstorm with your colleagues to create an action plan of how to incorporate these elements into your next course.

Format of the Series: Participants will receive access to a Google site containing all of the content for the selected workshop. You are asked to review the Google site information prior to the session and complete the reflection activities. During the live Zoom session, come prepared to share your responses to the reflection activities. Each Zoom session will be synchronous, not recorded (to allow for authentic, honest, and vulnerable participation), and will be facilitated by the Teaching and Learning Leads (TLLs).

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