Key points:
- It’s time we truly get to know the young, brilliant humans in our classrooms
- Maybe it’s time to change up high school to improve student attendance
- To boost teacher morale, reimagine the teacher role
- For more on district leadership, visit eSN’s Educational Leadership hub
Our country is a witness to the dedication of teachers serving in perhaps the most challenging times in history–and as a prior educator and one who supports education leaders across the country to build stronger relationships, I know it’s truly a game changer.
The current system continues to incentivize and pressure teachers to focus on compliance–fitting kids into neat boxes, sticking to standards, and checking off those never-ending lists. But if we truly want to unlock our students’ potential and create a rich, engaging, and positive learning environment, we need to prioritize building connections. It’s time to shift our focus from compliance to truly getting to know the young, brilliant humans in our classrooms.
When we challenge the system and take students out of their boxes and see them as individuals with unique backgrounds, dreams, and potential–despite challenges they may be facing–something amazing happens: they start taking charge of their own education. I’ve seen firsthand how students engage with the curriculum in new ways, grow into their personalities, and nurture transformational relationships when they are immersed in a high-quality learning environment and can be their most authentic selves.
Understanding context beyond compliance
Our education system loves its labels: “At-risk,” “low-achieving,” “special needs,” “gifted and talented.” Labels can be useful–they help allocate resources, set academic benchmarks, and guide interventions.. But they don’t tell the whole story, and often, they create narratives that limit our students’ potential rather than liberate their dreams.
I remember being labeled as “at-risk.” In my community, lots of kids had that label. Some of us had single moms, parents who were incarcerated, or were living with grandparents. Each of our situations was unique, but the label was the same. The label didn’t capture my potential, my dreams, or my resilience; it just categorized me for funding and accountability purposes.
One of my elementary school teachers saw beyond that label. She knew my circumstances, but she didn’t let that become an excuse for lowering expectations. She built a meaningful relationship with me–not as my best friend or therapist, but as my educator. She understood the challenges I faced, but she didn’t “dumb down” the content or make me feel like I was less than. She held me to high standards and provided the support I needed to meet them. This is the level of care all children should be able to access.
Building lasting relationships
Let’s be honest–our education system is operating on an outdated model. However, one of the strongest aspects of our system is its people; despite all the challenges, we have some of the smartest, kindest, and most dedicated individuals working in education. And that’s something to celebrate–many industries wish they had this level of employee retention. Fantastic educators create environments and experiences that promote critical thinking and instill a joy for learning, making education a truly rich experience for each student.
Building authentic relationships with students isn’t always easy, but it’s the most effective strategy for understanding context beyond compliance. It takes time, effort, and a lot of listening to learn more about another human, their story, and their journey of development. It’s about being present, not perfect. To be a truly well-rounded and caring educator, we must also become learners of our students’ natural talents, skills, leadership, and who they are and where they come from. I am here today because I had a handful of very caring teachers who took time to deeply understand my circumstances–daughter of immigrants, single mom, living in poverty–and choose to see my potential and love for math. My educators worked with me and my family to ensure I reached my fullest potential, and my work as an educator was fueled by the desire to pass on their care and kindness to as many children as possible.
One thing that worked in my classrooms over the years was creating opportunities for meaningful interactions. Whether it was one-on-one conversations, class projects, or show-and-tell activities, I found ways to connect with my students on a personal level. I listened actively not just to their words, but to their emotions, body language, and non-verbal cues. I tried to learn about their interests, hobbies, and personal experiences. I was open to learning from them, too, because when you show genuine interest in your students, it opens up a world of possibilities.
Partnering with families and communities
At the end of the day, schools are the public institutions that weave the lives of communities together. They create the space for students, families, and educators to come together as strangers and leave as a community. As Nelson Mandela said, education is the most powerful weapon to change the world. And I believe that.
Getting to know the context of each student’s life ensures we recognize their cultural, social, and economic backgrounds and are able to adapt our teaching methods accordingly. One thing I’ve learned is that teachers are experts in their curriculum, but families are experts in their children, and communities have resources to share. We must create genuine opportunities to bring these critical partners to the table to support the hopes and dreams of our children.
I’ve seen firsthand how strong partnerships between families, educators, and community members can be the difference between a student beating the odds or getting stuck in a cycle of generational poverty. When we invite families to use the tools we have to navigate the educational system and, in turn, allow them to share the tools they have to support their students, we create educational equity.
Let’s deliberately invite families to become strong educational partners and create a collaborative space that says, “I see you, and I need what you bring to support your student.” When we all work together in a coordinated manner, honoring each other with dignity and respect, and putting children first, our students succeed.
Our system may be flawed, inequitable, and, in many ways, broken, but I firmly believe that through our personal and collective leadership, we can drive transformational change. We can make the stories of success the norm for every child, in every classroom, in every zip code. And it all begins with one thing: relationships.
So, to my fellow educators, on the hardest of days, and every day, let us remember why we have chosen this profession. Let’s focus on our personal leadership, and how when we take time to deeply understand our students and building meaningful connections we can make a generational impact.
As education leaders, it is incumbent upon us to create learning environments where every child feels seen, heard, loved, respected, and valued. Because at the end of the day, that’s what makes all the difference.
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