My favorite part of teaching was getting to know each of my students well. This wasn’t easy with a class of thirty-two students, but taking the opportunity to build on the special moments that happened each school day made it possible, and it became easier through each year and over the years. This is what I miss most about not being in a classroom day-after-day. There is something very special about the connections made between the teacher and her/his students over time.

First of all, young children are fun to be around. As a teacher, I found it easy to celebrate their accomplishments, foster their creativity, challenge their minds, and laugh at their antics. It always took a while to get to know and then demonstrate knowledge about each one’s background, interests, emotional strengths, and academic needs, but doing so helped to build connection, rapport, and purpose. Class rules were necessary, but management became easier as the students began to feel appreciated and understood — therefore ready to embrace higher expectations and take ownership of their responsibilities.

At small, private schools like Warren-Walker, building strong relationships with students is a vital part of the work we, as educators, must do. We take this seriously, and the teachers who come to us realize the importance of it and make the choice to embrace it. Getting to know each of their student’s interests and preferences while showing respect for them as individuals is necessary for teachers to bolster each child’s autonomy and sense of agency. Clearly, it is expected that the teachers have an in-depth understanding of the developmental needs of the students they are serving, as well as the academic, behavioral, and social-emotional expectations they are to instruct. However, it is also important that they support each student’s feelings of competence, providing guidance and feedback, and developing a partnership along the way. 

Our teachers treasure any time they have to address the particular needs of a student. This is why they offer office hours, and meet with students one-on-one during independent work time. Smaller class size enables them to interact with students more readily and personally by offering extra help after direct instruction, finding ways to re-teach a new skill, or guiding how to problem-solve an issue with a friend.  Students must feel that the teacher cares and is devoted to their success.

- Pamela Volker, Headmistress