Relational Teaching

In a relational environment, all members of the learning community recognize one another’s contributions of unique experiences, skills, questions, and voices.
 

Relational teachers listen; as they get to know their students’ backgrounds, strengths, and challenges in meaningful and professional ways, they create a safe and supportive learning environment. They adjust their methods in response to students’ feedback and needs.

Positive teacher-student relationships are built through consistency, fairness, and dialogue. Teachers model competence, growth, and self-efficacy; they help students see themselves as capable learners. 

Students are encouraged to take responsibility for their learning through critical thinking, creativity, and ethical problem-solving. When possible, lessons incorporate students’ interests, needs, and cultural contexts. Assessments create opportunities for authentic engagement, and feedback demonstrates a deep understanding of each learner, setting the conditions for growth.

• Goal: Preserve time and space for authentic human connection.
• Use AI to: Streamline low-impact tasks (drafting quizzes, summarizing articles, formatting rubrics) so teachers can focus on feedback, conferences, and mentoring.
• Avoid using AI to: Deliver generic, one-size-fits-all instruction or feedback that distances teachers from students.
• Examples by Grade level:
  • K–3: Use AI to generate picture-based math practice problems that tell a mystery story, then sit in small groups to work through problems together, figuring out the solution to the mystery.
  • 4–5: Have AI draft comprehension questions for a read-aloud, then pause for teacher-led discussion when students share connections.
  • 6–8: Use AI to summarize a science article at Grade level, then guide a Socratic seminar on what it means for the students’ community.
  • 9–12: Create an AI-generated draft of lab report instructions, then offer one-on-one coaching on students’ data analysis and interpretation.

• Goal: Empower students to be reflective participants who shape their learning.
• Use AI to: Support brainstorming, revision, or exploration of ideas, always under student direction and with attribution.
• Avoid using AI to: Complete assignments for students or diminish opportunities for original thought and expression.
• Examples by Grade level:
  • K–3: Let AI suggest rhyming words during a poetry activity, then students choose and perform the poem aloud.
  • 4–5: Use AI to brainstorm possible story starters; students select one and write their own continuation.
  • 6–8: Have AI create multiple versions of a thesis statement; students pick and refine the one that reflects their argument.
  • 9–12: Use AI to suggest contrasting viewpoints on a debate topic, then students craft and defend their own stance in class discussion.

• Goal: Build trust and model responsible digital citizenship.
• Use AI to: Teach students about how AI works, its limits, and how to cite or critique its output.
• Avoid using AI to: Make judgments about student learning, performance, or behavior without human oversight.
• Examples by Grade level: 
  • K–3: Show two AI-drawn animal pictures (e.g., a penguin with six legs) and ask: “Which is real? How can we tell?”
  • 4–5: Generate a short “AI fact list” about space, then compare it with a NASA source; discuss why checking matters.
  • 6–8: Ask students to critique an AI summary of a novel chapter, highlighting errors or omissions.
  • 9–12: Have students reflect in writing on how they used AI in a research process (what they kept, changed, or discarded, and why).

• Goal: Meet diverse student needs while honoring identity, background, and experience.
• Use AI to: Generate culturally relevant case studies, scaffolded texts, or resources at multiple reading levels, always tailored by the teacher.
• Avoid using AI to: Apply uniform strategies or ignore cultural/learning differences.
• Examples by Grade level:
  • K–3: Use AI to create simple word problems with students’ names or favorite animals, then solve them together.
  • 4–5: Generate reading passages, charts, or graphs at varied levels about a current event, then discuss as a class so all can access the same theme.
  • 6–8: Generate culturally relevant case studies on the same issue (e.g., climate change, civil rights) from multiple perspectives, then hold small-group discussions.
  • 9–12: Use AI to generate case studies (economic, environmental, cultural) on climate change, then have students connect to personal or local contexts.

• Goal: Strengthen student-teacher and peer-to-peer relationships.
• Use AI to: Spark inquiry, co-develop projects, or generate discussion questions that foster collaboration.
• Avoid using AI to: Create isolating experiences where students interact more with tools than people.
• Examples by Grade level:
  • K–3: AI suggests silly sentences, and small groups illustrate them and share with the class or act them out.
  • 4–5: Have AI draft trivia questions about ecosystems; students work in teams to answer and explain reasoning.
  • 6–8: Have groups co-edit AI-generated content, critiquing its tone, accuracy, and relevance.
  • 9–12: Students co-edit an AI-generated policy proposal, critiquing accuracy, bias, and persuasiveness in groups before presenting revisions.