Building on the Third "R"—Relationship

by Chuck Saur, Transition Coordinator, Kent ISD

Raising the Bar on Relationships

The man in the suit was standing behind the podium, looking comfortable and self-assured in front of the fifty-some people in the audience. He was telling the story of a seventh grade boy from New York City, describing the boy as looking and acting like a small James Dean. His family had pulled up roots for a new life in Long Island, and the boy sensed he was academically unequal to his new peers. In these unfamiliar surroundings, however, his new junior high school teacher positively influenced the course of his young life…and on his very first day.

The teacher quickly assessed that the boy was different from his new peers and apparently not up to the standards of his new surroundings in either behavior or academics. Rather than assuming a path of remediation and catch-up, his teacher charted a different direction: she promoted him one grade level higher than his current status. His teacher challenged him with “you can do this” rather than “you are substandard and need to catch up.”

The man in the suit, as well as the boy in the story, is Michigan’s Superintendent of Public Instruction Mike Flanagan.

While Mr. Flanagan’s point may have been aimed mostly at underscoring the benefits of increased curricular rigor, or “raising the bar,” I found my curiosity dwelling on the significant impact offered by the brave teacher. She was the mentor, the mediator, the third “R” in the brave new three-pronged approach our schools are now embracing: Rigor, Relevance, and Relationship.

Mr. Flanagan as a young James Dean would have had a tough time meeting his now-eighth-grade challenge without the Relationship “R” that his teacher so lovingly provided. The teacher focused on Relationship as a means of achieving Rigor. At least in this case, it appears to have worked.

The Value of “Relationship”

The Michigan Department of Education is implementing significant changes in the educational landscape. These changes have broad implications for students. Dubbed “High School Reform,” the basic model for change comes from a nationwide movement aimed at increasing the content standards and graduation requirements for students. It is hoped that this reform might impact more students the way young Mr. Flanagan was influenced as he leapt to the eighth grade.

This R for Relationship has a reach that is critical not only for student academic achievement, but in all aspects of life.

If any of us lost our car and needed a ride, or had a death in the family and needed temporary daycare, or lost our job and needed another quickly, we would turn to our relationships, built over a long period of time, for assistance. These are our networks of support. Would our students be able to do the same?

The dimensions of a student-educator relationship can be influenced by the educator, the school environment, the student’s vision of life beyond school, and the ability of educators to assist the student in direction building.

However, to truly influence, educators must ‘think laterally’ across a wide band of supports and potential connections to identify a viable network of relationships for students. Thinking laterally means that educators must look across traditional boundaries. Mentors and friends come from many diverse locations and backgrounds. Educators should not be substitutes for natural supports in a student’s environment, but must work to build networks for students that last.

Conclusion

So what is the risk for students if Rigor is implemented within the framework of High School Reform without the benefit of assuring that the Relationship dimension also exists for all students? For many, it could be substantial. Is there something we can do to bring a focus on the third R of Relationship? In a word, YES! In many systems, we can identify attributes of Relationships that already exist in an un-systemic way. We need to use our collective and individual powers of observation and data gathering. We must discover and hold up the areas of this R for Relationship, then look for ways to make sure that young James Deans, or Mike Flanagans, get the people connections they need.

When do we begin? We already have. We just need to look in our backyards and turn the heat up on the issue a bit.

We can do this, but we need to start yesterday because Rigor already has a head start. Quality relationship are good for our kids.

Chuck Saur is dad to Dan and Nick and husband to Susie. They all live in Grand Rapids, along with their dog, Moose. Chuck works at Kent ISD as Transition Coordinator and in “several other roles” related to transition and special education. He is Executive Chair of the Special Education Advisory Committee (SEAC) for 2006-07. For more information, contact: Chuck Saur, Kent ISD, (616) 365-2293, chucksaur@kentisd.org.