Page 36 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 36
s process is not only about a communication technique, but about the
dialogue which is based on the sincere wish and competence of the adults
to react openly and with sensitivity; it is “an ability to meet students with
openness and respect, to show empathy and be able to take responsibil-
ity for one’s own part of the relation” (Jensen et al., 2015). The adult has
to consider both: his inner reality and their understanding of the child.
The quality of the relationship depends on how authentic adults (teachers)
are in such communication and how included the children (students) feel.
Moreover, it is the professional’s ability and will to take full responsibility
for the quality of the relationship (Juul & Jensen, 2010; for a more detailed
description, see Vidmar & Kerman, 2016).
The concept of teachers’ responsibility for the student-teacher relation-
ship refers to the fact that student-teacher relationships are asymmetrical
(Pianta, Hamre, & Stuhlam, 2003) and that teachers are responsible for cre-
ating contact and for the quality (reciprocity, dynamics) of the relationship.
Thus, when a positive, supportive and accepting relationship with a student
or a group of students does not develop, the teacher asks himself what is he
doing that hinders this positive relationship from being built (and adapts
his/her behaviour accordingly). Teachers are role models for how to com-
municate. Thus, teachers need to know how to form, maintain, improve
and strengthen quality relationships; how to work consciously and system-
atically by viewing the relationship as a space for development and learn-
ing. The teacher is responsible for creating contact with the child, as well
as the reciprocity and dynamics of the conversations. The teacher holds the
biggest responsibility for a creating good interaction and good learning en-
vironment, and for engaging in development-supporting relations (Jensen
et al., 2015; Juul & Jensen, 2010, 2011).
Teachers’ relational competence was systematically developed with-
in the longitudinal cooperative Relational Competence project (Nielsen,
2017). The project aimed to develop educators’ relational competence (in-
cluding attentive presence of mind (mindfulness) and empathy); educators
from different levels were involved: (1) the teacher-educator level (profes-
sors at the faculty of education); (2) the teacher-education level (pre-ser-
vice teachers, i.e. students); and (3) the school level (in-service teachers and
other professional staff in schools) (Nielsen, 2017). The fact the relational
competence training took place over the course of 4 years and was aimed
at the participants’ personal development ensured that the training’s ef-
fects would be better integrated and internalised. Moreover, the fact that
36
dialogue which is based on the sincere wish and competence of the adults
to react openly and with sensitivity; it is “an ability to meet students with
openness and respect, to show empathy and be able to take responsibil-
ity for one’s own part of the relation” (Jensen et al., 2015). The adult has
to consider both: his inner reality and their understanding of the child.
The quality of the relationship depends on how authentic adults (teachers)
are in such communication and how included the children (students) feel.
Moreover, it is the professional’s ability and will to take full responsibility
for the quality of the relationship (Juul & Jensen, 2010; for a more detailed
description, see Vidmar & Kerman, 2016).
The concept of teachers’ responsibility for the student-teacher relation-
ship refers to the fact that student-teacher relationships are asymmetrical
(Pianta, Hamre, & Stuhlam, 2003) and that teachers are responsible for cre-
ating contact and for the quality (reciprocity, dynamics) of the relationship.
Thus, when a positive, supportive and accepting relationship with a student
or a group of students does not develop, the teacher asks himself what is he
doing that hinders this positive relationship from being built (and adapts
his/her behaviour accordingly). Teachers are role models for how to com-
municate. Thus, teachers need to know how to form, maintain, improve
and strengthen quality relationships; how to work consciously and system-
atically by viewing the relationship as a space for development and learn-
ing. The teacher is responsible for creating contact with the child, as well
as the reciprocity and dynamics of the conversations. The teacher holds the
biggest responsibility for a creating good interaction and good learning en-
vironment, and for engaging in development-supporting relations (Jensen
et al., 2015; Juul & Jensen, 2010, 2011).
Teachers’ relational competence was systematically developed with-
in the longitudinal cooperative Relational Competence project (Nielsen,
2017). The project aimed to develop educators’ relational competence (in-
cluding attentive presence of mind (mindfulness) and empathy); educators
from different levels were involved: (1) the teacher-educator level (profes-
sors at the faculty of education); (2) the teacher-education level (pre-ser-
vice teachers, i.e. students); and (3) the school level (in-service teachers and
other professional staff in schools) (Nielsen, 2017). The fact the relational
competence training took place over the course of 4 years and was aimed
at the participants’ personal development ensured that the training’s ef-
fects would be better integrated and internalised. Moreover, the fact that
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