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Caring relationships are fundamental in connecting teachers and students, creating an environment where learning becomes meaningful (Noblit et al., 1995). In this context, caring means showing empathy, concern, and support for students, and being attentive to their emotional, physical, and practical needs. This writing will explore three key indicators of a caring relationship, along with personal experiences of how these indicators were realized in the classroom.
First, a teacher demonstrates responsiveness to the diverse learning needs of students. This responsiveness reflects flexibility, inclusivity, and an understanding of how each student learns best. One way to assess and support individual learning styles is by encouraging students to share their preferred learning methods and challenges (Honigsfeld & Schiering, 2004). By gathering this information, a teacher can tailor their approach and provide a variety of resources and strategies that cater to different learning styles. This fosters a student-centered environment where all students feel equally valued, as they are comfortable expressing their preferences without fear of judgment. It is believed that students thrive when teachers are prepared with diverse resources and strategies that create a more effective learning environment, addressing each student’s unique learning style (Nilson, 2016).
During my teaching practice at TUC 1 JSS, I arrived on time and prepared, with a range of resources designed to cater to the students’ learning needs. I used visual aids such as flashcards, charts, and local resources like cardboards and many more to help students who preferred learning through visual cues. Together, we read a text, and students shared their answers with their peers, enabling them to learn from each other and correct mistakes during an open discussion. Sometimes when interpreters not yet arrived in the classroom, I searched for them first before starting my lesson to ensure that students with disabilities should also follow the learning process from the start to the end.
Another important indicator of a caring relationship is the organization of the classroom to promote a positive learning atmosphere. When the classroom is well-organized, students are more likely to feel safe and supported. Mehan (1979) emphasizes that classroom organization, such as arranging desks in groups or circles, encourages interaction and collaboration among students. Designing activities that promote teamwork and peer learning can help students build social skills, enhance communication, and appreciate diverse perspectives. Moreover, Lundy & Swartz (2013) stress the importance of building positive relationships with students by promoting respect and kindness. Teachers can foster this by actively listening to students, responding to questions, and encouraging class discussions, creating a space where students feel free to express themselves without fear of judgment. Additionally, positive reinforcement, such as celebrating achievements and offering constructive feedback, contributes to a caring classroom environment.
I practiced this concept by arranging desks in a neat and organized setting and I found that students are well collaborated and interacted with each other. I also provide them with activities that promote teamwork and peer learning that can build a positive relationship with their peers. In addition, I always listen to my students, responding to their questions and provide them assistance when struggling with the concepts and constructive feedback like praising them that can effectively enable them to feel free to express themselves with fear.
Finally, professional development plays a crucial role in fostering a caring relationship. Teachers should regularly engage in discussions with their peers to share expertise and enhance their own development, which ultimately benefits their students (Hara, 2008). Teachers can participate in workshops, professional development sessions, and conferences, which allow them to refine their skills and learn from experienced colleagues. Through online communities and school-based meetings, educators can share resources, solve problems, and learn from one another. These opportunities help teachers stay informed about new research, emerging trends, and innovative strategies.
In my teaching practice, I experienced this kind of issue where block 1 (Year 7 Block) teachers held the meeting to present their students' result for the first assessment. The result states that the performance of students in Year 7 was very poor and declining. I also observed this issue in my students' progression (see the result). So, to address this issue they identify the root causes and propose strategies to address the issue. One of the recommendations for helping students with struggling in English was translating key terms and scaffolding lessons to improve their understanding. This experience was valuable because it provided new insights into how we could modify our teaching strategies to better support our students' learning.
In conclusion, the three indicators of a caring relationship responsiveness to diverse learning needs, classroom organization that fosters a positive environment, and ongoing professional development are essential in creating a supportive learning space. Teachers who are responsive to students' needs, organize their classrooms to encourage collaboration and respect, and engage in continuous learning through professional development will build a caring relationship that positively impacts both teaching and learning.
Bibliography:
Hara, N. (2008). Communities of practice: Fostering peer-to-peer learning and informal knowledge sharing in the work place (Vol. 13). Springer Science & Business Media. Retrieved from: https://books.google.ki/books?hl=en&lr=&id=QRWsAvxdBOAC&oi=fnd&pg=PA1&dq=Attend+professional+discussions+and+share+their+expertise+with+peers+to+foster+development&ots=WW9BHchxi1&sig=OYUhZFPitqAjSE3gMPvPlT3YsNs&redir_esc=y#v=onepage&q=Attend%20professional%20discussions%20and%20share%20their%20expertise%20with%20peers%20to%20foster%20development&f=false
Honigsfeld*, A., & Schiering, M. (2004). Diverse approaches to the diversity of learning styles in teacher education. Educational psychology, 24(4), 487-507. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/0144341042000228861
Lundy, K. G., & Swartz, L. (2013). Creating caring classrooms: How to encourage students to communicate, create, and be compassionate of others. Pembroke Publishers Limited. Retrieved from: https://books.google.ki/books?hl=en&lr=&id=wnZ3LSiSx-YC&oi=fnd&pg=PP1&dq=build+positive+relationship+with+students+encourage+respect+and+kindness&ots=-CRGzsfkRF&sig=xM4a2ORiqV6GS3Y09lpOb0o4BNg&redir_esc=y#v=onepage&q&f=false
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Harvard University Press. Retrieved from: https://www.degruyter.com/document/doi/10.4159/harvard.9780674420106/html
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons. Retrieved from: https://books.google.ki/books?hl=en&lr=&id=8mFfDAAAQBAJ&oi=fnd&pg=PR5&dq=Students+learn+best+when+teachers+come+prepared+because+with+attractive+resources+and+strategies+that+could+create+a+more+learnable+environment&ots=FeUvGnorDX&sig=8rhSOvjI6GCrMG59OZZN5--jzs0&redir_esc=y#v=onepage&q&f=false
Noblit, G. W., Rogers, D. L., & McCadden, B. M. (1995). In the meantime: The possibilities of caring. Phi Delta Kappan, 76(9), 680. Retrieved from: https://www.proquest.com/openview/511e7a079a18986320580b05afbd1a62/1?pq-origsite=gscholar&cbl=41842
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