THE RELATIONAL AND THE DIDACTIC

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Education is, at its core, an act of encounter between human beings. It is through relationships that learning is built. To think about and plan the relational dimension — that is, how we connect and build relationships in the classroom — is just as fundamental as designing the didactic. Considering whether an activity will involve group work and how those groups will be formed is as important as designing the task instructions. Without positive emotions, there is no learning. That’s why creating an emotionally positive environment is essential, as highlighted by David Bueno and other experts in neuroscience and education.

The first step is to observe in order to accompany the relational dynamics in the classroom and throughout the school. This is not just a task for recess time or the responsibility of the guidance team; it is an integral part of our role as relational references for our students. Sometimes, as teachers, we focus so much on the specific knowledge and competencies of our subject areas that we forget our equally important role as creators of relational conditions — the foundation upon which meaningful learning can take place. As relational references for our students, we must promote high-quality relational learning dynamics.

Engaging in conversations and reflections about our relational practices as a team strengthens us and helps us feel supported, increasing our awareness of the relational impact of our actions. By sharing experiences and strategies, we learn together and feel less alone or uncertain in our practice — since there are no manuals or protocols for every possible situation. We learn as we act and reflect on what we have done.

In the end, teachers spend a great deal of time with their students in the classroom, and during that time, we observe many things. We must learn to see — and act accordingly. Even if we don’t always have the answers or intervene immediately, observation is the first and most important step in caring for and ensuring a positive relational climate — essential for both wellbeing and learning.

By MORA DEL FRESNO, Head of the Relational Education Unit.