Jennifer Murphy Theory Review

Relationship in Learning: Theory Review

Jennifer B. Murphy

Ball State University

EDAC 635

October 1, 2017

Name	Commented On
Jennifer Murphy	Javita Johnson

Relationship in Learning

The topic of relationship in learning has many different theories and explanations.  In my research, I found articles mainly focus on the connection as it exists for the school age years and beyond.  However, I believe that one’s ability to learn throughout all of life stems from the relationship formed at the moment of birth.  It is from our caregivers, and our attachment to them, that we develop who to trust, how to trust, and, in the end, how we will interpret, retain and respond to information received. 

That initial bond of attachment in childhood contributes to how we develop into autonomous or relational learners, and to how we view the community around us. Therefore, a teacher’s ability to acknowledge, respond, connect, and adapt teaching methods to a student’s relational response ultimately enhances or hinders learning for individuals.  The teacher must create curriculum with techniques that appeal to all types of learners, and a democratic model seems to be a good avenue for this.

Attachment Theory

While it may sound farfetched to resort back to infancy when explaining theories associated with adult learning, I propose otherwise based on my knowledge of attachment theory, developed by Dr. John Bowlby.  Clinton and Sibcy (2002) explain that our individual relationship styles form during the early years of life, help us survive emotionally and physically, and continues to shape key aspects of our adult lives.  They continue by saying that Bowlby’s theory explains that we begin asking four critical questions around six months old, and the answers to these questions develop our relational style and core beliefs about others and ourselves.

These four questions summarized are

1.     Am I loved?

2.     Can I get your attention?

3.     Are you trustworthy?

4.     Will you respond if I need you?    

The manner in which our caregivers answer these questions through childhood and other important events define our trust level with others in adulthood along with our ability to seek help or ask questions (Bowlby, 1988). This determination contributes to our ability to connect with teachers and facilitates the ways in which we learn best. 

Mackeracher (2004) explains that there are at least two paths in ‘normal’ development, which include the autonomous and the relational. While there is some question as to if self-selection is attributed to nature or nurture, I believe nurture holds a stronger influence.  Autonomous learners, in reaction to caregiver’s responses, now value their separation from others and learn more independently because they have internalized standards within for guidance.  Whereas relational learners seek guidance and insight from others to affirm themselves and learn.  However, regardless of the path, a teacher’s curriculum and teaching style must support each path equally but separately. (p.152).  A democratic classroom is a good way to achieve this.

Implementation of the Democratic Classroom

When answering Bowlby’s four questions, they all correlate to trusting others as a key element for all learners.  We must trust ourselves and our teachers, classmates, and community for learning to occur.  Wolk explains that democratic classrooms:

exude learning and caring teacher-student relationships.  The underlying principles of a democratic classroom – choice, discourse, social responsibility, community, critical inquiry, authentic learning, and teaching a relevant and creative curriculum – help promote caring relationships between teachers and students.  In turn, these relationships play an integral role in encouraging meaningful learning. (2003, para. 3).   

To achieve this, teachers must express interest in the group experiences as a whole, as well as in each individual’s experiences.  When curriculum is balanced to appeal to all, both autonomous and relational learners can benefit. 

            Ways to foster these relationships for relational learners include discussion and debate, drama and role playing, and playing games.

·      Discussion and debates allow students to share opinions on important issues and lets each student know that their viewpoint matters.  

·      Drama and role playing can help draw a correlation between content taught and the world students live in.  It gives them the opportunity to interact with each other as well.

·      Playing games simply allows for a fun way for students to connect on a different level and can enhance communication, relationship and community building. 

Ways to connect with autonomous learners, ultimately fostering relationship to aid learning include one-on-one talks, online discussions, and themed journaling.

·      One-on-one talks allows students to share information and thoughts without the pressure of a group in a more comfortable setting.

·      Online discussions allow for connection without physical interaction, yet still provides opportunity for students to share parts of themselves.

·      Themed journaling on a curriculum topic gives each student an opportunity to share their story while commenting on the same prompts.

While each of these examples generate community between students, it is also imperative for authenticity from teachers.  According to Relationship, Learning and Education (2001) Realness facilitates learning.  Teachers are more effective when they express real feelings and simply be themselves.  In addition, caring for the learner, accepting them and valuing them as humans is key. (para. 2-3)   

Summary

            In conclusion, based on attachment theory, the trust built with caregivers in infancy and childhood correlate with our relationship in learning as adults.  Influenced by our answers to Bowlby’s four questions of attachment, we develop into autonomous or relational learners. Building a democratic classroom allows teachers the ability to gain trust of students while also building a community and trust relationship between students.  The building of these relationships paves the way for meaningful learning.  

Reflection

When researching this theory, I struggled to narrow down the wide array of possible topics.  I spent time researching websites, journal articles, and the array of relationship books at my place of work.  After receiving Dr. Chang’s email, I was better able to narrow my focus to what I felt was the most important factor to relationship in learning and finally got ideas on paper.  With the realization that I could never include every single piece of research and theory within one assignment, I decided to rely on my initial belief that how one learns today is a result of nurture from infancy.    

Theoretical Ideas	Summary of how to apply the main theoretical ideas in practice
An individual’s attachment to caregivers as young children contributes to their ability to trust teachers and learn from them.  Trust is a key element to facilitate learning.	Teachers need to be real, honest, and genuine with students. Have conversations with students, share (appropriate) personal details and stories, and ask students about their experiences, beliefs and lives.  This lets students know you value them as humans, shows them you are also human, and builds the trust.
Democratic classrooms allow space for both autonomous and relational learners to learn in addition to building community within the classroom.	Plan assignments and activities to create community and build trust between students.  Such as discussions, role- plays, games, creative group projects, online discussion, themed journaling, and one on one talks.  Allowing students to share in different ways builds trust and facilitates meaningful learning.

References

Bowlby, J. (1988). A secure base parent-child attachment and healthy human development. New York, NY: Basic Books.
Clinton, T.E., & Sibcy, G. (2002). Attachments: why you love, feel and act the way you do: unlock the secret to loving and lasting relationships. Brentwood, TN: Integrity.

Mackeracher, D. (2004) Making sense of adult learning. Toronto, Canada: University of Toronto Press.

Smith, M.K. (2001). ‘Relationship, learning and education’ in the encyclopedia of informal education. Retrieved September 21, 2017 from http://infed.org/mobi/relationship-learning-and-education/.

Walk, S. (2003). Hearts and Minds. Educational Leadership: Building Classroom Relationships, 61(1), 14-18. Retrieved September 21, 2017, from http://ascd.org.