David Foster Wallace once wrote “The vapider the cliche, the sharper the canines of the real truth it covers.” As far as education bromides go, ‘They don’t care what you know until they know that you care’ is pretty bad. But for the most part, it turns out to be true. A teacher’s ability to form relationships with their students sets the tone for the classroom.
I sometimes like to imagine that every student has a giant padlock on their chest. This is where a student’s motivation, empathy, and trust live. The only way to access these qualities is to find the right key. Some students make it easy, entering the classroom already unlocked. Others keep their key in easy to find places; revealing its location through their words and actions. Some students keep their key hidden away, hesitant to open up for a variety of valid reasons. While this analogy is obviously simplistic, it underscores the importance of trying to understand every child on an individual level.
While this analogy is obviously simplistic, it underscores the importance of trying to understand every child on an individual level. Building relationships with students can be challenging. Our default collection includes our personality traits and hobbies. For me that means hyperactivity, goofy faces and voices, video games, and guitar-based music. Over time I’ve come to fashion crude keys from hip-hop, popular apps, and young adult literature. They’re never a perfect fit, but I know enough to apply pressure to a lock. Having the right key can make a big difference in building a relationship with a student.
I have a student who spent the first two quarters sleep-walking through my class. He’d never enjoyed English, he told me. It just wasn’t his thing. I tried jokes, letter-writing, and music, but nothing seemed to fit. Then, during the brainstorming phase for our last unit (critical reviews), he asked me if he could review For Honor, a recent video game. My face lit up; I had my key.
Lots of students play video games of some sort. A stroll through my school’s cafeteria during lunch reveals plenty of kids glued to their iPads, tapping away at Clash of Clans, Marvel: Avengers Alliance, or whatever app the hive mind has become obsessed with that month. But this kid asked me about For Honor, a brutal, team-based game that requires a decent gaming computer or a current generation Playstation/Xbox to play.
The switch in demeanor was immediate. The kid strutted into class the next day, eager to tell me about For Honor’s DLC and recent patch update. From that point forward, I tried to touch base with him about video games at least once every few days. Sometimes that meant willfully ignoring other students so I could ask him what he thought about the game’s declining popularity.
Now that the relationship has been established, I’ll need to spend the rest of the school year keeping it kindled. Today, for instance, I asked him what games he was looking forward to playing this year. This ends up being quite a bit of work. The nature of my job requires me to allocate every spare minute to a task, so building relationships can take some strategic planning. I’ve been known to call students to my class during other periods in order to secure a few minutes of one on one conversation. Sometimes these go well, and sometimes they end up being exercises in futility.
There are plenty of students with whom I will never form a relationship. During the beginning of the year, a student told me he likes to write fanfiction on Wattpad. As a writer who loves pop culture, I jumped at the student’s admission, demanding to read some of his writing. “Nope. I like to keep those worlds separate. School is school, and outside of school is outside of school,” he said. “No offense.” No matter how hard I tried to convince him otherwise, he wasn’t having any of it. As is his right. We get along in class just fine, but our relationship exists firmly inside the comfortable teacher/producer – student/consumer dynamic.
Plenty of students excel in school regardless of how they feel about their teachers. These hyper-students have internalized the game of formal schooling. They know the language of worksheets, assignments, and points, and simply want to be told what to do and how to do it. As is their right. But these students aren’t as fun. I like kids who make me work for it. Who make me stretch and try new strategies and get outside of my comfort zone. These are the kids who help me evolve as an educator.