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Novices are introduced to the practice of building respectful relationships and develop their skill at enacting one critical aspect of the practice: planning for and engaging in small, one-on-one relationship building conversations with children.

Explore activities below or see this unit at-a-glance for a quick overview.

In this four class session unit, novices consider how the structures and social environments of schooling contribute to the reproduction of racism in the classroom. They develop a mindset for equitable, just, and culturally-affirming practice for managing classroom dilemmas, and learn to acknowledge children's competence, carry out organizational routines with attention to equity, and engage in restorative individual conversations with children.
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These activities help novices unpack the practice of building respectful relationships, and introduce novices to one critical aspect of the practice: engaging in small, one-on-one relationship-building conversations with children.
Novices prepare to engage in one-on-one relationship-building conversations with students by planning and practicing in small groups, and then by engaging in a whole group rehearsal activity.
Novice teachers enact one-on-one small relationship-building conversations with children in an authentic classroom context, recording them for later analysis.
Novices analyze their recordings of relationship-building conversations with children and use their analyses to identify next steps for developing their skill at the practice of building respectful relationships.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education64(5), 378-386.

Teacher Education by Design. (2014). University of Washington College of Education.