Are we protecting the flame? A teacher's guide to connection and inquiry

When I was in pre-school , a girl in my class named Tulip told me that there was bubble gum stuck on my shirt and she helped me take it off. At such a young age, I didn't really understand what friendship was but it felt like she cared and to me she was automatically labeled as a friend.

I always find it interesting how quickly we open our hearts to people at a young age. Relationships were so heartfelt and not very often logical in any way.

The more I grow older the more I understand what relationships really mean to me and the more I realise that this is the thing I want to build more and more of in my career as an educator. This is what began my inquiry about building relationships in a second language classroom and how my practices influenced my relationship with my students.

Finding a spot to build the fire

I was interested in inquiring about language and how the usage of the target language in different levels of french classrooms can affect socio-emotional relationship that form.

To begin building this fire, I delved into various research studies and explored different teaching methodologies that aimed to foster strong relationships within second language classrooms. I wanted to understand the impact of using the target language on the depth and quality of these relationships.

As I delved deeper into finding the twigs and wood, I discovered that the language used in the classroom plays a pivotal role in creating meaningful connections between teachers and students.

Initially, I wondered if it was possible to establish the same level of connection and understanding with students using a second language as opposed to their native language.

To find answers to my questions, I conducted observations and engaged in reflective practices. I noticed that when I used the target language strategically and thoughtfully, the students responded positively. By using engaging and relevant activities, I created a space where language became a tool for communication and connection, rather than a barrier.

Through these activities, such as interactive games, role-plays, and collaborative projects, I witnessed the blossoming of relationships between myself and my students. They felt comfortable expressing themselves in the target language and were actively engaged in the learning process.

I also found that by incorporating cultural elements and real-life situations into the language learning experience, the students became more invested and emotionally connected to the language. They understood that language was not just a means of communication, but a gateway to exploring new cultures.

My findings during this inquiry process helped me realize that it is indeed possible to build equally strong relationships using a target language. The key lies in designing activities that are purposeful, relevant, and thought out.

How does this bring us back to the fire you may ask?

My Teaching fuel

The same way we build a campfire to keep it burning, teachers constantly seek new ways to ignite their passion and enhance their teaching methods.

Teachers are the keepers of the flame, always feeding their dedication and enthusiasm. Just like a fire grows brighter when fueled.

And I truly believe it all begins with "you have bubble gum on your shirt, let's unstick it together". It all begins with connection.