1. Motivating Student Learning Through Building Meaningful Relationships Pam Dixon M.Ed. Matt Stephen D.Ed. http://youtu.be/fPCBHJLxht0 Arkansas Tech University Center for Leadership and Learning

2. This session explores ways in which adults in the internal and external school community can improve student and adult learning through the building of meaningful relationships. Participants will explore step-by-step approaches on how to build meaningful relationships among students, teachers, support staff, school leadership, and community members.

3. Pair/Share Activity Let’s take a walk into the past… Can you remember your K-12 teachers? Is there one special teacher you will never forget? Why?

4. We must purposely work at developing a positive school culture born from an organization’s vision, beliefs, values, and mission (Fisher, Frey, & Pumpian, 2012).

7. CULTURE OF MEANINGFUL RELATIONSHIPS VALUING OTHERS MUTUAL RESPECT CELEBRATION OF DIVERSITY VALUING OTHERS MUTUAL RESPECT CELEBRATION OF DIVERSITY SHARED EFFICACY IN BUILDING A GREAT SCHOOL

8. Supporting Research Davis (2003) found in a search of motivational literature that the quality of student-teacher relationships greatly determines the students’ motivation to learn in the classroom.

9. Garza, Ryser, & Lee (2010) found in their research that students’ decisions to remain in school are greatly influenced through their relationships with caring teachers.

10. The teacher-student relationship, although very important, is not the only relationship that must be cultivated for school success.

11. School Community Relationships Student ↔ Teacher Student ↔ School Leader/Support Student ↔ Parent Student ↔ Community Teacher ↔ Parent Student ↔ Student Teacher ↔ Teacher Community ↔ School Leader/Support Parent ↔ Community Parent ↔ School Leader/Support Teacher ↔ Community Teacher ↔ School Leader/Support Community ↔ Community School Leader/Support ↔ School Leader/Support

12. Steps to Building Meaningful Relationships School-Wide 1.Revisit the mission and vision of the school for building relationships. 2.Collect and examine data on internal and external relationships. 3.Determine priorities. 4.Form PLCs for action research and include community and parents. 5.Write a plan for building meaningful relationships. 6.Implement the plan. 7.Evaluate and determine how to sustain progress.

13. Activity (Time to get up and move around) Select a school relationship and prepare a relationship-building strategy

14. COUNSELORS AS RELATIONSHIP BUILDERS Advocates for all students Collaborators between students, parents, teachers, and other stakeholders Leaders in the school helping change school cultures and influencing system wide changes Concerned with the whole child – healthy, safe, engaged, supported, and challenged. Aligns vision and mission with those of the schools – work together to achieve meaningful relationships High expectations for all students Multicultural awareness Positive role models

15. BENEFITS FOR STUDENTS Equitable access to educational opportunities Understanding connections between education and future success Skills to increase success Career exploration and development Knowledge of our changing world Personal/social development Effective interpersonal relationship skills Opportunity for counselor-student interactions Development of resiliency factors Facilitative, cooperative peer interactions Access to advocacy The AR Model: A Framework for School Counseling Programs

16. BENEFITS FOR PARENTS/GUARDIANS Support in advocating for their child’s academic, career, and personal/social development Systematic partnership to support academic and career planning for students Opportunities for parent/school interaction Access to school and community resources Training and informational workshops Access to data related to student progress The AR Model: A Framework for School Counseling Programs

17. BENEFITS FOR TEACHERS Interdisciplinary team effort to address student needs in all domains Access to collaborative partnerships for goal attainment Access to support for skill development in classroom management and affective education Consultation to assist in their guidance and advisement role Access to a system for co-facilitation of classroom guidance lessons Support for classroom instruction, improvement in school climate and the learning community Access to the school counselor as a classroom presenter and resource The AR Model: A Framework for School Counseling Programs

18. BENEFITS FOR COMMUNITY Community-school collaboration for mutual awareness of needs Opportunity for active participation in the school counseling program Collaboration that enhances a student’s postsecondary success A workforce with decision-making skills, pre- employment skills, and increased worker maturity The AR Model: A Framework for School Counseling Programs

19. Administrators as Relationship Builders Teacher ↔ Student John C. Maxwell’s Enlarging Process See potential Cast a vision for their future Tap into their passions Address their character flaws Focus on their strengths

20. Administrator ↔ Teachers/Staff No relationship in a school has a greater effect on the quality of life in that school than the relationships between the teachers and the principal. Roland Barth, Improving Schools from Within: Teachers, Parents and Principals Can Make the Difference

21. Teacher ↔ Teacher Relationships among the school’s members must be sufficiently strong to withstand the stresses and to seize the opportunities that school will encounter. Donaldson (2006)

22. Curriculum Leaders as Relationship Builders PREP –Problem Solving –Real-World Learning Activities –Entrepreneurial Skills –People Skills Shifting Gears: Content to Process Ian Jukes and Ted McCain The InfoSavvy Group and Cystar, 2005

23. Community as Relationship Builders School ↔ Community Inviting Culture Collaboration

24. A meaningful relationship-building plan will not happen on its own. It must be purposely and thoughtfully created by the entire school community If done right, the pay-off is immense.

25. “We knew the relationships that teachers build with students were important, but seeing the proof of it in the survey results made a big difference.” Mark Freeman Superintendent Shaker Heights City School District Cleveland, Ohio

26. Door Prizes Best wishes for a great conference and a safe trip home!