ABSTRACT
This chapter presents evidence-informed ways in which teachers can make progress on dilemmas that they have framed in, or frame shifted to, the domain of relationships. This domain is defined as: Sustained patterns of interaction between the teacher and the whole class, the teacher and each individual student, and the students themselves. The chapter shows how reframing a dilemma by focusing on relationships might affect how the teacher treats students and ultimately how students respond. The chapter returns to the grounding case to present ideas from synthesized empirical evidence for addressing Ms. Nash’s reframed dilemma. Teacher moves suggested in the chapter for addressing dilemmas related to student–teacher relationships include: having an open mindset; greeting students; asking students about their lives; showing authentic care; being attentive to students’ emotions; meeting caregivers; attending extracurricular activities; understanding students’ developmental phases; being mindful of tone. Teacher moves mentioned to improve student–student relationships and resolve a dilemma include: explicitly teaching students how to speak to each other; incorporating class building activities; helping students learn about each other’s backgrounds and lives; and developing students’ appreciation for each other’s unique characteristics. Focus on Culture sections discuss cultural communication styles, warm demander pedagogy, and family-school connections.
