Establishing Trust

Exploring Deep & Meaningful Relationships in a Middle School Art Classroom

Ashley Cox

University of Missouri Summer 2015

Kathy Unrath

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Abstract

The following proposal is to examine the research question: How are deep and meaningful relationships

established to build trust in a middle school art classroom? By using this research question we will be

examining classroom culture, trust, and those critical moments in positive student­teacher relationships. We

will be using a phenomenological study however, I have not identified a theory that correlates directly with

my framework. Through this process we will be using a three layered system to identify the key points while

using qualitative data such as detailed field notes, journaling and blogging about the conditions and

changes of the classroom, and using the iPad to record the classroom and eventually interviewing the

students.

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Establishing Trust

Exploring Deep & Meaningful Relationships in a Middle School Art Classroom

One thing in particular that has always stuck out to me in education are those little moments of

magic. Specifically regarding those moments you walk into another teachers classroom and you are able to

witness those magical moments occurring; when the students are fully engaged and enthralled with their

work, the teacher has a soft presence of authority without the slightest notion of being overbearing or

demanding, and you feel that positive energy of learning occurring. Now, when I first started thinking about

this topic, aside from the word magic, I’ve always considered that “feeling” as the classroom culture.

Classroom culture as a topic for research is excruciatingly much too large without focusing in on the

small portions that make up what I like to call those “magic moments” that exist within classroom culture.

Therefore, after further discussion with my colleagues we were able to focus in on what I would be highly

interested in researching which would be: How are deep and meaningful relationships established to build

trust in an art classroom? I feel like we talk about those moments quite frequently because that’s what

makes up the good qualities of a teacher. The purpose of the study is to dive further into how these sacred

relationships are established and what is being done by the teacher or the students to propel their rope of

trust and vulnerability in the art classroom. I plan to collect data from my own personal teaching by printing

off previous blog posts about my classroom, describing my reflective thought process with the relationships

I have with my students, and potentially receiving information from one of my pre­service teachers to have

an alternative viewpoint of an "outsider looking in". Gathering and collecting this data along with furthering

my research will result in answers as to how we formulate these deep and meaningful relationships that

establish trust in an art classroom.

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Statement of the Problem

One of the main reasons as to why I wanted to investigate my research question was because I

want to better understand my students where they are at. At the Middle School age level they are beyond

afraid of putting themselves out there to be noticed or are doing absolutely everything to be the center of

attention which means you have more personality then you know what to do with. The typical Middle School

students have a hard time being understood because they aren’t the babies but aren’t yet adults or have

the ability to be solely independent which leaves them frustrated.

Purpose of the Study

One of the issues that I was encountering when beginning to do my research was the fact that the

amount of Middle School Art research is minimal. I was finding how to perform certain projects but nothing

that directly correlated with my topic. I think one of the main reasons this occurred is because in every state

the age group of “Middle Schoolers” varies between grades fourth through ninth, which makes it really

difficult to narrow down. Therefore, I want to bring more information to those who are interested in middle

school art students by identifying the key factors in the relationship between middle school students and the

art teacher. I am also wanting to understand how and exactly when deep and meaningful relationships are

being established to build trust. I believe that gaining more knowledge of these phenomenons will lead to

better success rates within the middle school art classroom which in turn will build stronger relationships

between the middle school art teacher and their student. Therefore the significance of the problem is a

need to captivate the Middle School audience/clientele, further understanding of pivotal moments of trust in

the art classroom, and to create a space where students feel heard and appreciated.

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Research Question

For the purpose of this study the following question and sub­questions where used to refer back to

the purpose of our study:

1. How are deep and meaningful relationships established to build trust in the Middle School Art

classroom?

a. How are positive student­teacher relationships established?

b. What factors are necessary to build trust?

c. What does trust look like in an art classroom?

While conducting my research I found an article written by Alexandria Griffin who conducted a full year of

qualitative research to better understand how teacher­student relationships are developed in a middle

school classroom. Within her article in the portion where it has the analysis I also appreciated how she

asked the following questions: "How is caring instantiated in a middle school classroom? How does caring

create a sense of community in the middle school classroom? How does a caring teacher­student

relationships compensate for other aspects of school? How do students perceive teachers show they care

about them?" (Griffin). I feel that the questions that this researcher is asking is in direct proportion of what I

would like to conduct in my line of research.

Definition of Terms

The following terms where closely examined through the duration of this research to direct and

better understand the significance of the study.

1. Positive student­teacher relationships: The academic relationship between teachers and students

in a positive manner.

2. Trust: “Belief that someone or something is reliable, good, honest, and effective.” (Webster).

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3. Classroom Culture: Is the environment of the classroom that consists of trust and acceptance in a

“safe space”.

4. Interpersonal Relationships: Interpersonal Relationships consist of close associations between

two or more people over any duration of time.

Theoretical Framework & Methodology

This research will be considered a phenomenological study which means that I will be looking at

those specific phenomenons that occur when trust is being established. I will set up my study in three

different layers. Within the first layer I will pick one class per week where I will conduct a longitudinal study

over the course of the semester to analyze. In the second layer I will identify pivotal moments in the

behavior and mannerisms of the middle school art student. Finally, in the third layer I will personally VTS

the recordings and will invite students to have conversations about the occurrences within the classroom.

Like mentioned previously, I have not identify a theory that correlates directly with my framework but am

closely associated in thinking with Parker Palmer, John Dewey, and Christopher Uhl. Specifically, Parker

Palmer’s own beliefs in community building and education were relevant to my own personal exploration of

this topic.

Literature Review

Throughout my studies there was a reoccuring theme of not having enough information on

specifically the middle school art room. Therefore, it was necessary to focus on a more full rounded

approach when conducting my research.

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Classroom Culture

Considering that we are discussing at great lengths the classroom culture we are bound to discuss

positive student­teacher relationships which is a large component of the classroom culture. Melissa

Newberry is the first researcher that I have come across that identifies four major phases in positive

student­teacher relationships which include attunement, relatedness, supportiveness, and gentle discipline.

Newberry states that when all four of these phases occur that’s when you captivate the students attention. I

appreciate that Newberry’s data was developed within the year of 2007 and 2008 revealing more modern

viewpoints of student­teacher relationships and how they are affected by the 21st century.

Another researcher that uses the same idea is Kauffman. Kauffman discusses how even though

we have research on building positive student­teacher relationships we don't have as much perspective

from a student's point of view.Kauffman discusses how a "student is more willing to take risks and put in the

effort that learning requires when these elements are present." (Kauffman) referring to the elements of

positive student­teacher relationships. Through this promotion of positive student­teacher relationships

results in "...expansion of respectful, positive relationships that engage students in the learning process and

create conditions for higher achievement." (Kauffman)

Building Trust

Building trust within any classroom is crucial so researching articles that discussed building trust

was crucial. Within the article written by Jennifer Duval I quickly realized that she discusses the core source

of my research desires about the Middle School classroom with the exception of not focusing on the Middle

School art classroom. Duval discusses how positive teacher­student relationships lead to better student

behavior which positively affects classroom management and ultimately allows the teacher to give their

students new opportunities that engages the student to a higher level. Duval discusses the importance for

teachers to know each of their students individually and to be interested and truly have care and concern in

their school life and life outside of school. Knowing that the teachers cared about them (the student)

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resulted in a higher work ethic and progress in their coursework. Later on in the article it cited research by

Eccles where it states that "the quality of student/teacher relationships is associated with students'

academic motivation and attitudes toward school." Being able to make yourself vulnerable as the teacher

and having the students understand that you deeply care about them results in relationship and trust

building.

Thinking Like a Boss

As far fetched as it might seem when conducting my research I kept seeing how to establish trust

in a business setting. After furthering my understanding of their content I realized that as a teacher I need to

be thinking like a boss, but not acting like one, selling my content, and getting to know my students. Using

the strategies of law firm employees might seem like a stretch when compared to a middle school art

classroom the logistics are relatively the same. Middle School art teachers should be providing their

students with skills and motivational tools that stem from the teachers genuine desire to be teaching the

content and age group.

The article discusses how there are four major steps to "engage and retain top clients" and in this

case comparing "top clients" to our typical middle school art students. They began by asking their clients

what they needed to improve on and worded it as such "identify needs that were not being met". From here

they then provided their clients with those particular needs that they needed to improve upon which

resulted in a higher engagement rate and best possible service. After identifying the issues at hand the

article discusses how learning as much as possible about each of the clients and taking the time to meet

and greet with each and every one is highly important. They then suggest adjusting your priorities every

year. I believe that in teaching this is equally as important because it doesn't allow us to become lazy and

challenges our artist teacher self to become more invested, involved, and challenged. (Stock).

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Research Design

Like mentioned previously this phenomenological study will be a conducted over the course of the semester

therefore, I will have a need to record the data using the following instruments.

Instrumentation

iPad

I will be using the iPad to record the classroom as a second hand witness to those trust building

phenomenons are occurring. It will also be used as a resource to review the content that it captured and as

a way to evaluate what’s occurring within the classroom. At a later date the students and myself will VTS

the video interactions to further our understanding of what’s occurring within the art classroom that helps

with trust building.

Journal/Blogging

I will be writing in my journal to discuss those impromptu moments that are occurring in the art

classroom that I feel are resulting in trust building. I will eventually be using my journal notes to blog about

how I felt like the classroom time went and will compare that to the video of the actual class. Creating this

compare and contrast will help me better analyze those pivotal moments and help me understand familiar

mannerisms and behavior recurrences of the students.

Data Collection & Analysis Procedures

Using the data collection instruments will allow for me to naturally analyze the procedures and form

opinions on whether I feel as though the research is being conducted successfully or not. Specially using

the iPad will result in authentic interactions with the students where I’m able to witness and review

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continously those moments (body language, discussions with other students, relationships occurring at their

tables, etc etc.) with the art room.

Protection of Human Rights

At the beginning of this study I will be reviewing and using the information solely for myself

therefore it will not be necessary to obtain consent from the students and parents of those students.

However, if I would in fact publish my findings I would then need to obtain parental and student consent to

use the studies findings in order to publish them.

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References

Duval, J. (1999). Fostering positive teacher­student relationships at the middle school level Foote, D. J. (2008). Building positive student-teacher relationships through middle school advisory programs (Order No. 3302564). Available from ProQuest Dissertations & Theses A&I. (304661679). Retrieved from http://search.proquest.com/docview/304661679?accountid=14576 Griffin, A. M. B. (1998). Locating caring teacher­student relationships in the middle school classroom Fritscher-Porter, K. (2004). Relationship building. OfficePro, 64(2), 12-15. Retrieved from http://search.proquest.com/docview/209893620?accountid=14576 Kauffman, T. R. (2013). Middle school students' lived experiences of teacher relationship impact. Retrieved from http://search.proquest.com/docview/1462886359?accountid=14576 Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships.Teaching and Teacher Education, 26(8), 1695­1703. doi:10.1016/j.tate.2010.06.022 Susan Scott. (2011). Tackle challenges and build relationships using tools for meaningful conversations. Journal of Staff Development, 32(3), 68. Stock, R. G. (2004, 05). A meaningful relationship. National, 13, 55. Retrieved from http://search.proquest.com/docview/196554490?accountid=14576 Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers.Journal of Educational Psychology, 90(2), 202­209. doi:10.1037/0022­0663.90.2.202