Rediscovering Relationship-Based Learning

Autor/in	Torres, Christina
Titel	Rediscovering Relationship-Based Learning
Quelle	In: Educational Leadership, 79 (2021) 1, S.56-58 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teaching Methods; COVID-19; Pandemics; Student Experience; Teacher Student Relationship; Homework + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hausaufgabe
Abstract	Last year educators nationwide met the challenges of hybrid teaching and intensive block scheduling and gained a deeper understanding of the extensive inequities that so many communities face. Educators and students alike were asked to completely rethink schooling as the pandemic laid bare a fundamental question: What should education look like in this new world? With the switch to remote learning, the lines between homework and classwork had suddenly blurred. Traditionally, homework is given to practice skills learned during school hours or to develop students' abilities to work independently outside of the classroom. But in the past year, "everything" was done outside the traditional classroom, and students were often working without direct guidance. For Christina Torres, this structure necessitated a pedagogical shift as well as a big-picture reconsideration of the entire classroom experience. One of the biggest shifts that Torres has made as a teacher has been mental: she no longer thinks of separate "classwork" and "homework," but rather consider everything she does as an "educational activity." This reframing pushes her to pause and consider the merit of what she is asking students to do academically, socially, and emotionally. When she wants to assign something now, she asks herself how it will serve her students' knowledge or skill-building and how it could strengthen their relationship as a class. Building relationship-based assignments and assessments means listening and adapting to the needs of everyone involved. This coming year, educators can solicit student feedback on how much time assignments are taking or what types of assignments help students learn best. They can also tie relationship-based goals to their assignments to ensure their planning is fostering a sense of community and connection among and with their students. By considering both skills and relationship-building when creating activities, teachers ask students to spend their time in ways that can support deepening connections for everyone. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01