Bruin Brief 2022-09-23 Learner Centered Relationships

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Two decades ago, Poplin and Weeres (1994) studied four multicultural school districts in California, conducting qualitative interviews with students, teachers, cafeteria workers, security guards, parents, and administrators. Their research purpose was to find out what was wrong with schools. The answer was a lack of learner-centered relationships (among other things).  Their findings resonate even today, because we know from our own lives that relationships matter. Whether the relationship is between parent-child, mentor-mentee, or teacher-student, relationships can make up for other shortfalls. The conclusion we can draw from multiple studies? Even in less-than-ideal educational settings, relationships between students and teachers (and others who care for them in the school setting) make a difference.  Those people who listen, understand, show respect for the student, and offer honest, open, and sensitive communication craft a positive learner-centered relationship.  Today’s Bruin Brief is about two ways open the door to learner-centered relationships.

1. Hold office hours. The Faculty Handbook explains the expectation for two hours per week for office hours.

2. Get to know your students using an ice breaker.  Or in the words of our guest contributor, a “rice breaker.”  Read more below from Kia Skrine-Jeffers.

Bye-bye ice-breakers...Hello, #ricebreakers

In full transparency, I have a toddler-sized tantrum on the inside when a meeting or training facilitator begins with, "Let's start with an icebreaker." Yet, I welcomed putting on my "Big Girl Bruin Briefs" to reflect on the topic -- oh, the irony! 

When I began reading a newsletter article that highlights Dr. Amber Spry's #ricebreaker, I was struck by the prompt: How does your family or culture cook rice? I thought about the question. If it's a school night, hello :90 rice in the microwave (full transparency, right?). But, I also considered some of my go-to dishes on less-harried days and other rice dishes I enjoy when dining out: jambalaya (Creole/Cajun), rice & peas (Jamaican), Mexican rice, arroz con pollo (Latin American), seafood paella (Spanish/Valencian), and Shirin polo (Persian). I could only imagine the responses that have been shared during this intriguing, cross-cultural exercise.

I also thought about the sense of inclusion that the #ricebreaker likely fosters--especially among under-represented students who carry the cultural weight of being an "only" or one of a few who share the same racial/ethnic or cultural background in their classes. Food is a great conversation starter. But, I think what was more striking to me about this exercise is the opportunity to experience the people we share space with on a deeper level. This is something I value, personally and professionally. For example, a couple of exercises that I recall doing with students to invite a deeper connection to one another and the course topics include the following:

• When my small, public health nursing clinical group (~12 students) started work on a food insecurity project, I began by asking students about their experiences with anyone who has been food insecure. Their shares about friends/associates, family members, and one student's own experiences throughout childhood, shifted the energy in the room. Side conversations stopped; students gave eye contact to one another when each person spoke; and, they used examples from the shares when we talked about the broader topic and clinical project at different parts of the quarter. Finding new connections with one another seemed to deepen their connection to their work.   

• During my typical check in with students at the start of class on Zoom, more students than usual reported feeling frustrated, unmotivated, isolated, etc. a couple of weeks into the quarter. I asked them to put in the chat what they would say to a friend who was having a hard time. Afterwards, I reminded them that in that moment, we were there together and invited them to hold on to any of the comments in the chat if it helped with what they were feeling. Several students expressed their thanks. I hope many students found the virtual reach towards connection helpful. 

In full transparency, I am unsure if I will try the #ricebreaker at any point. I will, however, continue to draw inspiration from it. I will continue to look for points of connection among members of my class communities that foster a sense of inclusion and belonging -- in tandem with meeting course objectives. 

Here is the journal article from which the newsletter article was sourced. I hope you find it helpful. --Kia Skrine-Jeffers

To summarize, learner-centered teaching should sound familiar to you. Just like the principles of therapeutic communication that we teach in early nursing courses, learner-centered teaching relies on our skills as listeners and empathetic professionals.  A meta-analysis of learner-centered teaching variables found that the teacher side of the teacher-student relationship makes a difference in student performance.  “Positive relationships, non-directivity, empathy, warmth, and encouraging thinking and learning are the specific teacher variables that are above average [in contributing to student performance] compared with other educational innovations” such as participation, critical thinking, positive motivation, and even student variables such as social connection, IQ, grades, and attendance (Cornelius-White, p. 134). Office hours and “rice breakers” are two ways to engage in conversations with students and build “authentic relationships where [students] are trusted, given responsibility, spoken to honestly and warmly, and treated with dignity.” Consider incorporating these principles into your teaching and office hours this fall, and be sure to share your experiences with your colleagues.

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Significant contributor:

Kia Skrine Jeffers, PhD, RN, PHN 

She/Her/Dr. Skrine ("screen")

Assistant Professor | UCLA School of Nursing

Associate Director for the Arts | Center for the Study of Racism, Social Justice & Health, UCLA Fielding School of Public Health

Chair, Anti-racism Pre-Conference Workshop (2020-2022) | American Public Health Association, Public Health Nursing Section 

Lauren Clark
Professor and Shapiro Family Endowed Chair in Developmental Disability Studies

Associate Dean, Academic Programs
Office: (310) 267-5923

Mobile: (801) 503-4755
nursing.ucla.edu