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Creating an Environment of Respect and Rapport
This past week during our 25 minutes of homeroom time, several students chose to work on their math homework. We had already packed for the day as we thought we would be going outside for our Friday intramurals, but it was one of those steaming Texas afternoons and our plans changed. We would be staying inside. Our chairs were stacked and our backpacks were packed. Most were playing Fire Ball, except for a small group of girls sitting in the middle of the floor doing math. I looked at these girls focusing on their work while all around them there was the controlled chaos of our popular Fire Ball game. The makeup of the girls was diverse. There were pre-AP and regular math students, economically advantaged and those not, Caucasian and Hispanic heritages, students on our radar for needing more attention and those totally self-sufficient. It made me pause to see them all working toward common goals, sharing math strategies, attempting to complete this work before the weekend started. I sat down with them on the floor and asked how the work was coming and if I could help. Several of the girls said yes and we delved into the why and how behind their math. It was quick and time was up before we knew it. Yet as I sat on the partially worn and dirty carpet after a week's worth of 140 students' daily steps, I could feel those threads of connection increasing between each of these girls and with me. I saw value in them, their work, and their decision to spend their time in their work, and I offered them respectful service. Perhaps subconsciously they viewed me as someone willing to assist in their learning, willing to reach to their level, both physically on the floor as well as where they are academically. Probably not. I am just the teacher. How high can I rank? These moments we are blessed with as teachers are what true relational teaching is all about; the connections that matter to a child. These young ladies will more than likely not think twice about my interaction with them. I, however, will think of it often and remember how it felt to be a part of that moment. I pray to have many more of them! I want to positively affect my students' willingness to learn.
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