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Inquiry Project Part A
What is more important in student learning, relationship with the teacher, or assessment and
teaching? I propose that one is not more important then the other, but that they work together to help
students reach their best goals. I will lean on a Cree concept called wicihitowin, which refers to “the lifegiving energy that is generated when people face each other as relatives and build trusting relationships
with others…The Elders teach that when wicihitowin is enacted in these ways… much good flows from
it” (Donald, p. 12,2016). If I believe that I am related to all human and nonhuman relatives, then in
practice, I have a responsibility to care for my students as I would family. My responsibility then is to
learn ethical and caring ways of assessment and teaching to include all students including Indigenous,
second language students, and students with exceptionalities to engage in ways that they are able builds
relationship with the teacher. Students need to feel represented and accepted to connect with the
teaching and learning in the classroom.
“Effective teachers do not teach “the class”. Instead, they view the class as a unique collection
of individuals with different backgrounds interests and abilities, and they design and implement learning
activities that allow each student to develop to his or her full potential” (Cowdery, p. 201 2007)
When my older daughter B. was in high school, she had difficulty in her classes. She often fell
behind in her work, didn’t hand in assignments, and often skipped classes. She experienced racism from
other students in school, and had undiagnosed mental health conditions. She struggled with not fitting
in, until she met an Indigenous teacher who saw her potential. He encouraged her to pursue her passion
in art, treated her with respect and valued her as an individual. She graduated because he developed a
trusting relationship with her.
As a Professor in Education, Barbara Stipek researched student’s motivation to learn over a
period of thirty years. Her observations were that “When tests become high stakes, teachers naturally
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focus their attention on the knowledge and skills the tests measure – leaving less time to engage
students in conversations about personal issues or make them feel valued and supported (Stipek, p. 46,
2006). She also points out that “learning requires effort, and one of the best predictors of engagement
in school is the relationship they have with their teachers” (Stipek,2006. as cited in Osterman, 2000).
There was a study done in 1964 called the “Pygmalian effect”. Students were given an IQ test.
The teachers were not given the scores. Instead they were told that certain students were expected to
do better in comparison to their classmates. At the end of the study, the students were tested again
with the same IQ test. All the students showed improved IQ scores. The conclusions of the test revealed
that teacher communication and expectations could influence student achievement. (Perera, 2022). If
this study reveals a truth, then what can we do as teachers in the classroom to promote positive
learning and relationships with students? Hutchinson and Specht agree that relationships are viewed by
students and teachers as one of the most important aspects of their experience at school. The authors
record that “students have called caring teachers the “glue” that holds their life at school together, and
have expressed that the most important things they need at school are teachers who take charge of the
classroom so everyone feels safe, and teachers who are willing to “be there for them, to listen and to
show concern for students’ personal lives and academic lives – in short to care ( Hutchinson and Specht,
p. 199, 2017, as cited by Woolfolk Hoy & Weinstein, p. 183, 2006).
Adolescents say they work harder for teachers who treat them say individuals and express
interest in their personal lives outside of school…these teachers grant students some autonomy and
opportunities for decision making - for example by giving them choices in assignments, engaging them in
developing classroom rules and encouraging them to express their opinions in classroom discussions.
(Stipek, p. 46, 2006) “Young children share their feelings and information about themselves with
teachers who are affectionate and nurturing. These close relationships with teachers lead to higher
levels of student engagement and achievement.” (Stipek, p 46, 2006, as cited by Pianta, 1999).
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Conrad et al, share the results of a study called wicihitowin.
Within this study the ethic of wicihitowin (Donald, 2016) which guided the relationships
between the research team, students and Elders, was demonstrated in that everyone involved
recognized each other as fellow human beings and worked hard to put respect and love at the
forefront of their interactions… Dale’s teachings, as relationships as kin were key to how the
class and teachers related to one another, students were presented with opportunities to
become curious and to ask questions about their identities and the concerns they had” (Conrad
et al, p. 493, 2021)
This opportunity to connect to themselves, their cultures and histories. strengthens bonds between
students and teachers. Students also were allowed to choose their own level of engagement in the class.
Sometimes that meant that they just sat with heads down listening to the teachings which were
happening in Cree around them.
Dale described that process of learning as not merely a passive act, explaining how our spirit is
still in tune with the teachings even if one is sleeping or seemingly unengaged. Each day,
students were accepted at their own chosen level of engagement, which lowered the potential
for disrespectful behavior. If anything, it created a relationship based on trust and
appreciation….The project endeavored to acknowledge and honor the significance of
relationships, including attending to how histories and experiences position us in relation to
each other. (Conrad et al, p. 493, 2021)
Stipek (2006) says that being a caring and supportive teacher does not mean coddling, and that
students do need to be held accountable. “Teachers press students to learn by encouraging them,
paying attention to their work and giving constructive feedback, refusing to accept halfhearted efforts,
providing assistance when students need it, and refusing to give up on students.
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When I was in my pre-internship in the fall, I worked in the Catholic School System. One thing I
appreciated was how the school offered the kids breakfast, lunches and snacks. The students were
aware that they could take advantage of those resources and the classroom teacher often checked with
students to be sure they were not hungry. Stipek (2006) says that as teachers, attentiveness is
important. “Addressing their non-academic needs” (“She saves a snack for me if I miss snack for me if I
miss snack time”). Recognizing students needs builds on that relationship. Other times, a tired student
would fall asleep in class, and depending on the circumstances we would let them sleep.
The above relationship building practices combined with individual needs-based assessments
helps a students to succeed. A teacher who has relationship with their students will also know the needs
and exceptionalities of their students. How students are assessed will be based on this knowledge.
Teacher has control of assessment. “When you mark objective tests or essay tests in writing, spelling or
memory, students with disabilities should not be penalized for spelling or grammatical errors. You could
provide students with an opportunity to edit their own work before you mark their tests. Or you can ask
them to indicate places where they think they have made errors (Hutchinson and Specht, p. 276. 2017).
Changes can also be made in how students do tests, perhaps orally, or with assistive technology.
Students who are working beyond their grade level could benefit from extra assignments. Second
language students may require scribing to help or providing different kinds of assessments, such as
allowing them to write in their own language, or draw a picture. The use of differentiation in the
classroom is dependent on the teacher knowing the strengths of their students and not using deficitbased means to assess students.
During my initial time of pre-internship, I decided to base my teaching and learning with
students on developing relationships with them. My own experiences both as a mom of children who
have had difficulty navigating the school system, and my own experiences as an autistic individual,
convinced me that this way of learning combined with a two eyed way of seeing the classroom
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(wicihitowin) would be the best approach. Developing this ideal has been difficult since so far I have only
been in the classroom one day a week, but I was able to begin to develop some relationships with
certain students. One student in particular stands out as an example. The boy, I will call R. was
diagnosed with oppositional personality disorder. Usually, when I asked him to do an assignment, he
would ignore me, or openly defy me. This one assignment, l asked the students to write some facts
about themselves and also draw a picture of themselves to help me to get to know them better.
Typically, students did the assignment, but I was especially surprised when I received his assignment
completed. He answered every question, but he drew a very detailed R2D2 in place of where his picture
should have been. He did not do the exact assignment that I had asked for, but he had made an obvious
effort to answer my questions. It was so much better then other work received from him, that I gave
him an M for Meeting Expectations. This same student also gave me a gift when I left the classroom of a
flattened penny he had obtained on a trip. I keep that penny on me to remind myself that while it may
not always appear that students are learning, it does not mean that they are not. I hope that in giving
him a positive assessment also sent him the message that I recognized that.
In March, I go back to the same classroom to learn and teach with the same students again. I
hope to work on my relationships with these students to the benefit of us all. I hope that I can continue
to learn from the concept of wichitowin . and that it will bring much good.
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References
Conrad, D. H., Moostoos-Lafferty, E., Burns, N., & Wentworth, A. (2021). Decolonizing Educational
Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom. McGill
Journal of Education, 55(2), 486–495. https://doi.org/10.7202/1077978ar
Cowdery, J. R. (2007). Building on student diversity : profiles and activities. Sage Publications.
Donald, D. (2016). Ecological Heart of Teaching. Peter Lang AG.
file:///C:/Users/elija/Downloads/EcologicalHeartofTeachingCh3%20Dwayne%20Donald%20(2).
pdf“CHAPTER THREE: From What Does Ethical Relationality Flow? An ‘Indian’ Act in Three
Artifacts.” Counterpoints, vol. 478, 2016, pp. 10–16. JSTOR,
http://www.jstor.org/stable/45157205. Accessed 20 Jan. 202
Nancy Lynn Hutchinson. (2017). Inclusion of exceptional learners in Canadian schools : a practical
handbook for teachers. Pearson Canada.
Perera, A. (2022, April 06). The Pygmalion Effect. Simply Sociology.
https://simplysociology.com/pygmalion-effect.html
Stipek, D. (2006). Relationships. Educational leadership, 64(1), 46-49.