Deci and Ryan's theory of Self Determination[1] emphasizes three basic psychological needs: autonomy, competence, and relatedness. Autonomy refers to the need to feel in control of one's actions and ideas; competence involves feeling skilled and capable in dealing with the environment; and relatedness, the focus of our interest, is about feeling connected to others, understanding, and being understood by them.
[1] see for an overview https://selfdeterminationtheory.org/the-theory/ )
One often overlooked aspect in designing impact-driven courses is the importance of relatedness. This concept, rooted in the basic human need to feel connected to others, is important in courses focused on societal issues amplifying its impact on engagement and outcomes. By incorporating strategies that foster a sense of connection among students and among students and teacher, educators can create a learning environment that supports not just academic growth but also nurtures compassionate and socially responsible individuals. This guide will explore ways teachers can integrate the principle of relatedness into their course design.
Why is it important.
When it comes to learning and contributing to societal change, relatedness is particularly crucial. In an environment where students are dealing with complex and ambiguous problems, a strong sense of relatedness ensures that students feel supported by their peers and teachers, which helps them persevere through difficulties and maintain their commitment to finding solutions. Addressing complex problems often requires collaboration and teamwork. A sense of relatedness fosters positive relationships among students, encouraging them to work together, share ideas, and support each other in problem-solving endeavors. By feeling connected, students are more likely to empathize with others, appreciate the perspectives of others and commit to actions that promote social change, making relatedness an essential component in education geared towards making a positive impact in the world.
How
Although relatedness is important in fostering a conducive learning environment for societal change, effectively integrating it into educational settings can be challenging. Often, constraints such as large class sizes, limited time, and the overwhelming workload faced by educators can hinder the ability to focus on building connections among students. Despite these challenges, there are manageable strategies that can help promote relatedness without adding excessive burden.
How to pay attention to it
Teacher <> Student:
- Respect Individuality: Treat students with respect, making them feel valued.
- Show Warmth and Inclusion: Create an inclusive atmosphere where warmth is evident.
- Respond supportively to Mistakes: Be caring when students make mistakes.
- Acknowledge Subtle Cues: Notice and respond to the small signals that convey belonging and care.
- Provide Meaningful Feedback: Offer feedback that shows you care and are engaged.
- Show Genuine Interest: Pay attention to what students are doing and show interest in their activities.
- Support Struggling Students: Be attentive to students who are struggling, showing that you see and care for their progress.
- Know Students Personally: Make an effort to know students by name and context.
- Create a Respectful Environment: Ensure the learning space honors everyone's time and effort.
- Maintain Calm and Predictability: Be calm and predictable in your interactions.
- Model Caring Behavior: Demonstrate how to care for and respect others, fostering a sense of togetherness.
- Encourage Supportive Habits: Promote habits and routines that strengthen group cohesion and mutual support.
Teacher <> Student <> Student
- Icebreakers/Teambuilding activities: Begin each session or course with icebreakers or team-building activities that encourage students to interact, share experiences, and find common ground. These activities can help break down barriers, build rapport, and establish a sense of community among students.
- Promote Group Norms: Collaboratively establish group norms or guidelines for respectful communication and collaboration within small group activities or projects. Encourage students to hold each other accountable for adhering to these norms, promoting a supportive and inclusive group dynamic. Effective coaching of student groups requires awareness of the group's phases.
- Share Personal Stories and Experiences: Occasionally share relevant personal anecdotes or experiences related to course topics to humanize the learning experience and establish rapport with students. Invite students to share their own experiences and perspectives, creating opportunities for connection and empathy.
- Celebrate Collective Achievements: Acknowledge and celebrate collective achievements and milestones reached by the class, whether it be completing a challenging project or contributing to a community initiative. Recognizing students' collaborative efforts reinforces the value of teamwork and fosters a shared sense of pride and accomplishment.
Some examples (In the context of a collaborative project tackling the societal issue of young people's housing challenges)
Teacher to Student Group and Stakeholders Meeting:
Teacher: "I'm impressed with the diverse perspectives you've all brought to the table today. It's crucial that we listen to each other and build on these ideas with respect. Let's remember, every voice here brings valuable insight into our challenge."
Context: This sets a tone of mutual respect and values each participant's contribution,
Student to Student during a Workshop:
Student A: "I noticed you were quiet during our brainstorming session. Your perspective, especially given your volunteer work with housing nonprofits, is important. What are your thoughts on the affordability strategies we discussed?"
Context: Shows warmth and inclusion by encouraging quieter group members to share their insights, respecting individual contributions.
Teacher Feedback on Project Proposal:
Teacher: "Your proposal on innovative housing solutions shows a lot of promise. There are a few areas where the feasibility might be a challenge, but that's all part of the learning process.
Context: Provides meaningful feedback that is both encouraging and constructive, emphasizing growth from mistakes.
In a Reflective Group Session:
Teacher: "I've seen incredible dedication in all of you as we navigate this complex issue. Remember, it's okay to feel overwhelmed at times. What matters is how we support each other and keep focused on our shared goal. Let's take a moment to acknowledge our progress so far."
Context: Maintains a calm and supportive atmosphere, acknowledging the group's efforts and struggles, fostering a sense of togetherness.
During a Planning Meeting with Stakeholders:
Student B: "Working with the housing companies and hearing directly from the youth in our community has been eye-opening. It's clear that for solutions to be effective, they must be co-created with those affected. How can we ensure our project remains aligned with these needs?"
Context: Shows genuine interest in understanding stakeholder needs and ensures the project remains responsive and respectful of the community's context.
Informal Check-In by the Teacher:
Teacher: "I've noticed you've been particularly passionate about finding sustainable housing solutions. How do you feel the project is helping you grow in this area? Remember, your personal and professional growth through this project is just as important as the outcome."
Context: The teacher knows students personally and shows interest in their individual growth and how the project aligns with their passions.
Further reading: https://selfdeterminationtheory.org/ https://www.youtube.com/watch?v=1VBywz1c4cs (Ryan Facilitating learning and wellbeing)