Constructing Concrete Connections

Vanderbilt University professor H. Richard Milner IV wrote that, “…building relationships with students is about meeting students where they are, attempting to understand them, and developing connections with them.” Most educators know that connecting with students and building positive relationships are key strategies to developing student success and those relationships serve as a foundation for what is done each and every day in the classroom. Making those connections can sometimes be a challenge, especially when a student is more introverted or maybe lacks confidence in his or her own voice. These connections also rarely happen without a teacher’s willingness to be vulnerable and share authentic pieces of themselves with students which, in turn, help to build foundations of openness and trust that are essential in student motivation and growth.

Maslow's Hierarchy of Needs

Technology can be useful in transforming the ways we go about meeting the needs of our students while also providing a voice for those students who feel uncomfortable or who might not normally contribute in larger class settings. Effectively utilizing the right tool or resource can make a real difference in providing authentic, safe, and supportive connections, and ultimately learning experiences, that yield success for all students.

Katy Watson, a French teacher at V.R. Eaton High School explained that, “French I is the first time many students encounter a foreign language class in their entire academic career” and “it’s often a period of adjustment.” Mademoiselle Watson’s awareness of her students’ need for connecting and establishing a comfortable foundation for learning led her to utilize her YouTube channel to produce a video welcoming her students to the course and sharing basic expectations with both students and parents, prior to the first day of school. Mademoiselle Watson took time to introduce herself to students and their families while showing them her passion for both education and the French language. When asked about her goal for this video, she said, “I wanted to take some time to introduce parents and students to my program and to [help them] get an idea of what they can expect from my class. I’m hoping that parents will feel more empowered to speak to their students about my class…” and “to reach out to me if they need something, because they’ve put a face with a name and they feel more comfortable.” Her willingness to take that extra step to initiate personal contact with students and parents before anyone even set foot into the classroom is something that has had an impact on both students and families. Students came to class on the first day and felt encouraged to mention the video and make connections right away. Several students mentioned appreciating the effort and having a greater feeling of comfort and openness at the beginning of the course. Parents expressed a sincere appreciation for a chance to hear about the course and the instructor’s expectations and to have a positive communication from the teacher right at the start of the year.

Samuel Beck Elementary’s Ethan Dee is another example of an NISD educator who regularly uses technology in his classroom and, this year, he specifically used it to create authentic connections right at the start. Mr. Dee began by assigning a “Welcome Back Scavenger Hunt” where students were to visit a variety of websites gathering information about Mr. Dee and sharing information about themselves with him and the rest of the class. Mr. Dee utilized everything from a Smore newsletter, to Moodle, to Padlet, to the comments section of his school website, and even Animoto, where he created a video about himself. This scavenger hunt not only gave students a chance to get to know their teacher, but it also allowed them to begin interacting with each other in a positive way and previewing the types of tools they would use to learn and collaborate throughout the year. When speaking about the scavenger hunt assignment, Diane Tsapos, a fifth grade parent said, "...as a parent, I enjoyed sharing this." Aaron Reisman, one of Mr. Dee’s fifth grade students, shared that he is usually a bit quiet and nervous at the start of school and that he has felt more comfortable this year. He especially liked to see his classmate’s selfies posted on the scavenger hunt Padlet wall and thought that the part of Mr. Dee’s video, where he was dancing, was funny. Aaron expressed that he was definitely looking forward to spending the year in Mr. Dee’s class because he was already having fun exploring these tools and getting to know everyone better.

When we evaluate student academic experiences, we find out very quickly that although a lot of content is sometimes forgotten, the connections we make help us to solidify foundations of trust, social responsibility, and confidence, which then allows students to walk away with skills and experiences that are positively remembered and applied for the rest of their lives.

Student ISTE Standards:

1) Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 

• 1.1: Apply existing knowledge to generate new ideas, products, or processes
• 1.2: Create original works as a means of personal or group expression

2) Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute tot he learning of others.

• 2.1: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media