Rogers, S., Renard, L. (1999). Relationship-driven teaching. Educational Leadership. September, 34-37.
This article describes how fulfilling students’ emotional needs fosters a more motivating culture for learning. The authors explain two underlying principals that support relationship-driven teaching: “seeking first to understand,” and “managing the learning context, not the learners.” They then outline six standards that make up a framework for this strategy:
- Safety—creating an environment free from physical and emotional danger (embarrassment)
- Value—creating opportunities for students to create value and meaning in their work and study
- Success—learning activities must be challenging and offer regular feedback indicating that the student is making significant progress toward mastery.
- Involving—students must have a “meaningful stake” in what is happening in the classroom.
- Care—the idea that a student is respected and liked contributes to that student’s need for love and belonging
- Enable—teachers must continually learn and use best practices that enable learning such as brain-based techniques or multiple intelligences.