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both independent time and the company of others (Covey, 1989). We also need social interaction time to develop normal neurocognitive functions. Neuroscientists have discovered, for example, mirror neurons that are responsible for being able to replicate the brain state of others. As you watch someone else interact, express ideas, and otherwise engage in social exchanges, these mirror neurons enable you to pattern yourself after that person and his or her actions (Freedman, 2007). In essence, when creating a classroom environment designed to support and promote student learning, educators can accommodate students’ social brain by encouraging healthy student relationships, cultural responsiveness, and social skills.

      Socialization is an important aspect of any student’s learning process and a key element of the best practices for creating a brain-friendly classroom. Still, opportunities for social development can be easy for educators to overlook. During adolescence is the key time to develop social skills and networks as the brain is undergoing reorganization that is amenable to changes (Blakemore, Burnett, & Dahl, 2010). As a result, educators must be alert to how students perform both at play and in classwork. While students often learn information by listening to lectures, watching DVDs, or working on a computer, educators fail to promote student social development when they forget to provide the kind of student follow-up discussion that is essential for developing both vocabulary and social skills.

      As we addressed earlier in this chapter, emotional intelligence is key for success in life (Goleman, 2006b). Students need to be emotionally self-aware and self-managing, and they need to be able to self-motivate and self-regulate. The student’s need for social and emotional intelligence extends well beyond the classroom; empathy and social skills are crucial in getting along in business, industry, and the world at large. So, let’s take some time now to explore ideas and techniques for incorporating support for the social brain into the secondary classroom environment.

       Developing Strong Teacher-Student Relationships

      As we have noted, the brain is a social organ, and humans have an innate need to connect (Gopnik et al., 1999). The most meaningful demonstration of this connection comes through positive relationships, and the importance of that connection is evident in the influence of the teacher-student relationship on student learning. Studies show that improving teacher-student relationships can increase student achievement; when those relationships are good, students want to be at school and do better academically, and they foster resiliency (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta, 2001). High school students with intense discipline problems show less objectionable behavior when they feel that their teachers care about them and that they can trust them (Gregory & Ripski, 2008). Teachers who develop positive relationships with students report that attendance is better and that students are more self-directed, cooperative, and motivated (Birch & Ladd, 1997; Klem & Connell, 2004).

      We also know that when students feel less lonely and isolated, their academic achievement improves. Teachers who use student-directed learning have more positive relationships and greater student engagement (Daniels & Perry, 2003; Perry & Weinstein, 1998). Hattie (2009) also places positive relationships high on the list of impactful strategies for student learning, with a 0.72 effect size on learning growth.

      In contrast, students who have a history of poor relationships with teachers in their elementary years (from kindergarten days through eighth grade) will carry such negativity to secondary school and often show poor academic achievement and more behavior problems than those with positive relationships. This lag in achievement is often greater for boys than girls (Hamre & Pianta, 2001). Finally, other research indicates that students with closer relationships and fewer conflicts with their teachers demonstrate better social skills by middle school, thus increasing their social skills in secondary school (Berry & O’Connor, 2010).

      Positive teacher-student relationships are evident in multiple ways. Here are just some indicators of these relationships.

       Teachers enjoy and find pleasure in teaching, and students know this.

       Teachers act in a respectful and responsive way.

       Teachers willingly give help and assistance to students.

       Teachers help students develop metacognitive skills.

       Teachers rarely show aggravation or disdain toward students.

       Teachers know details about students’ lives and show an interest.

      There are many ways educators can promote and maintain these strong relationships with their students. Some practices and techniques include the following.

       Making the effort to know students beyond their academic ability: By discovering what they can about students’ interests, hobbies, and dreams, teachers can build stronger connections with their students and develop a deeper understanding of what motivates them. Teachers can use surveys and exit tickets to help gather information about the students’ interests, hobbies, and activities outside of school (Croninger & Lee, 2001). (We talk more about using exit tickets in chapter 3, page 72.) Some teachers make it a point to use all their students’ names on the first day of school, astonishing their students and strengthening their relationship with them.

       Arranging to have one-on-one time with students who are especially shy or challenging: One-on-one interactions can help teachers understand more reserved students and identify what types of activities might help build connections with them. Research shows that such exchanges can help students see educators as people who care about them (Pianta, 1999; Rudasill et al., 2014).

       Remembering the message that body language sends: People communicate through expressions and actions as well as with words. As we have seen earlier in this chapter, head-shaking and eye-rolling can send negative messages that alienate students (Pianta & Hamre, 2001; Rimm-Kaufman et al., 2002).

       Communicating frequently that all students can do well: Teachers who consistently let their students know that they want all of them to succeed create a positive warm climate in the classroom and develop a supportive community of learners. This kind of ongoing assurance also fosters positive peer relationships among students (Charney, 2002; Donohue, Perry, & Weinstein, 2003).

       Promoting Cultural Responsivity

      Culture is the system of shared beliefs, values, customs, behaviors, and artifacts that society uses to understand our world and one another. Cultural responsivity is the ability to relate respectfully to—and learn from—people from your own and other cultures. Effective educators are committed to ensuring that all students can be successful and reach their potential, and they model their own cultural responsivity to English learners, immigrant students, and minorities by demonstrating an interest in and learning about these students’ lives, families, and cultures. A classroom environment that teaches and promotes cultural responsivity can have a great impact on students leaving home for a school where they don’t necessarily feel they fit. It also helps all students gain an increased understanding of other cultures, even as it helps them learn to eliminate cultural barriers as they collaborate effectively on shared tasks—important skills in today’s global economic and social environment.

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