relational competence in schools

The nature of education is
less about knowledge and information, and much more about human relations"
(Sidorkin, 2023)

vygotsky

it's hard to be smart on your own

relations are important because

• learning is possible only on a strong relational foundation
• learning is profoundly social
• motivational and cognitive aspects of learning based on relations
• we need good company to learn, if not driven by passion or immediate need
• (Sidorkin, 2023)

relational competence

the relationally competent
professional initiates, maintains, strengthens and develops relationships with others (Jordan, 2004)

"being relationally competent is an essential skill for teachers. This involves, for example, skills in social interaction, emotional communication, and human connection. Two key factors for relational competence are teachers sensitivity and responsivity to learner needs (Wiklund-Engblom, 2018)

aspelin, 2018

relational competence model (aspelin, 2018)

• acting communicatively competent=teacher actions support reciprocal understanding and respect
• differentiation comptent= fosters a space where the student can differentiate from the class as an individual, distance regulation
• socioemotionally comptent= empathy, notices, and cont. interpretation of student's emotional state, responds adequately

STUDENT and/or teacher WELL-BEING

a relation becomes educational when it acquires a direction

EDUCATIONAL RELATION

• the teacher should establish safe and secure relations (with and among students)
• and then move beyond safety and security
• both moves equally important
• the interaction and tension is the full breadth of the educational relation
• (sidorkin, 2023)

dialectic: 'To provide the sense of belonging we should accept students as they are. And yet to accomplish their growth, we should not do that' (sidorkin, 2023)

sidorkin, 2023

THE TEACHER SHOULd

AFFECTION AND LEVerage (SAVEEDRA)

Untitled Slide

• teachers : build teacher-student relationships, but also peer relationships

pedagogy of relation

time and relational labor

In a distance learning environment [rel comp] can be a challenge because of technical barriers, which often entail a lack of non-verbal cues that can guide teachers in social interactions and the orchestration of relations (wiklund-engblom, 2018)

relational self-tuning

measuring educational relations?

how can teachers relational competence be developed?

• collegiate dialogue (evidence based)
• shadowing/observation/mentoring/stimulated recall
• study/research circles
• (aspelin, 2022)

pedagogical digital competence (from, 2017)

• the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ict-supported teaching, based on theory, current research and proven experience with a view to supporting students' learning in the best possible way.

from (2017) cont

• a competence that is likely to develop the more experienced a teacher becomes

teachers designing for and implementing distance larning are confronted with the task of configuring and orchestrating tools, time, people, and space in new ways (wiklund-engblom, 2018)