Teachers know the importance of strong relationships with their students, but sometimes connecting with them feels challenging. No More Teaching Without Positive Relationships reviews the teacher-student relationship research and provides practices for building relationships that make a difference.
To learn, students need positive relationships with their teachers. So what gets in the way and how can we do better? Since there is no one way to make every relationship positive, authentic, sustainable, and trusting, the authors provide a range of strategies for building and maintaining connections with students. They also discuss critical considerations such as:
- Learning about students’ backgrounds and interests
- Communicating with parents and caregivers
- Developing culturally responsive content
- Understanding the importance of race and ethnicity
- Building and protecting students’ self-esteem
Positive teacher-student relationships do not just transform student learning―they also create more stimulating and caring classrooms. A true relationship is dynamic, often requiring a change in behaviors and mindsets. It can be intense work, but it is the kind of work that can change a student’s life.
M. Colleen Cruz is a fierce advocate for the students and teachers with whom she shares her passion for accessibility, twenty-first century learning, and social justice.
An educator with over two decades of experience in both general education and inclusive settings, Colleen is also the author of several books for teachers including Risk. Fail. Rise. A Teacher’s Guide to Learning from Mistakes and The Unstoppable Writing Teacher, as well as the author of a young adult novel, Border Crossing, a Tomás Rivera Mexican American Children’s Book Finalist. Additionally, Colleen co-edits the Not This But That series with Nell Duke - a popular series of books that pairs research and practice.
Colleen has served as a senior staff developer and later the Director of Innovation at Teachers College Reading & Writing Project, Columbia University. She currently supports organizations, districts and schools who want to bring her unique combination of integrity, humor, real-world practicality and a rare depth and breadth of scholarship to their communities.
Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor’s degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke’s work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations.
Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award.
Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K–8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series.
Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children’s Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.
Tanya Milner-McCall is a twenty-nine-year veteran classroom teacher in Carrollton, Georgia. She is certified in Early Childhood Education and Middle Grades Education, and she holds a Gifted Endorsement. Tanya has taught several grades, including fourth (12 years), fifth (15 years), and sixth (2 years). She and several of her team members were Instructional Excellence recipients in 2012. Tanya also received a Golden Apple Award as an honor teacher in 2017, given by an honor graduate whose life she impacted more than any of his other teachers.
One of her favorite quotes is, “To teach is to touch a life forever.” —Anonymous
Jaleel R. Howard is currently a sixth-grade English language arts teacher in Houston, Texas. Jaleel’s research interests center around urban contexts and social forces that affect educational experiences and outcomes for chronically underserved students.
Tyrone C. Howard is a Professor of Education in the School of Education at UCLA. He is also the Director of the UCLA Black Male Institute and the UCLA Pritzker Center for Strengthening Children and Families. A former classroom teacher in Compton, California, his current research interests center on race, equity, access, and improved school outcomes for marginalized youth.
