Connections Over Content: A Teacher's Story

I wrote some stinkers of lessons over the years—more than I care to admit to. Kids would be disengaged, behaviors would start to ramp up, and my blood pressure would skyrocket. I would quickly begin to blame the kids for the issues I was experiencing.??

"Why don't they listen?"

"Why are they so disrespectful?"? ?

"I worked so hard on this to make it fun, and they don't care!!"

My first few years were miserable. I thought I'd made the most significant life mistake I could make by entering the teaching profession. Something needed to change. This was unsustainable. I tried harder to create and deliver the perfect lesson. Manage every second of the period perfectly. Still no change.??

My "ah ha" moment finally came after I had decided to quit trying so hard to create the perfect lesson. I figured it wasn't worth beating myself up to make great lessons for kids who didn't care anyway. I started talking to students more during class and less time delivering content. I allowed the class to move with the ebb and flow of student interests. Content became a support mechanism, not a roadmap.

And guess what?

The engagement grew, the behaviors decreased, and my blood pressure normalized. I had unwittingly stumbled into the teacher's most valuable tool—the relationship. In 2021, I won the National Honors Society Outstanding Teacher Award- a student-selected award.? ? ??

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As educators, we often find ourselves caught in the whirlwind of lesson planning, content delivery, and standardized testing. It's easy to get swept away by the demand for well-structured curricula and highly engaging presentations because of the constant battle with outside distractions and technology. However, as I reflect on my teaching journey, I am increasingly convinced that the most valuable aspect of my role as a teacher was not the content I delivered but the connections I created with my students.

Why the Relationship Matters

In an age where technology has made information only a fingertip away, the role of the teacher has transformed. No longer are we the sole providers of content. Instead, we have morphed into guides, facilitators, and mentors. The positive relationships we build with our students create an environment of trust and safety that encourages them to engage, explore, and express themselves. When students feel connected, they are more likely to participate actively in learning, take risks, and tackle challenges. Students are also more forgiving when a lesson flops or the engagement you hoped for isn't popping when they feel connected to you.

Taking the time to hear your students and having an honest interest in their lives is paramount in forging these relationships. Each student comes into the classroom with their unique background, experiences, and emotional state. Taking the time to get to know each individual is more than just beneficial; it can literally make or break your year. When educators take an interest in their students' lives—listening to their stories, understanding their struggles, and celebrating their successes—students are more likely to reciprocate that interest in the subject matter.??

And isn't that why we teach? To bring students to the fountain of knowledge and hope they choose to drink?

Engagement Over Perfection

While well-crafted lessons and activities are important to sustaining interest, they pale in comparison to the impact of genuine engagement. A child who feels seen and valued is far more likely to invest in their learning journey. Good rapport allows educators to pivot seamlessly to a more valuable topic should it arise during class. For instance, if a discussion organically shifts from scheduled content to a relevant issue that resonates with students, it can lead to richer and more meaningful conversations.

Adapting your teaching to meet students where they are, even if it means deviating from a meticulously planned lesson, can yield greater engagement and understanding.??

It's in these moments that students often discover a passion for learning that well-designed content alone may not ignite.

How this Relates to CEA

As education director, I am most often asked, "Do you have content that comes with your systems?" This fact clearly shows that content is:

1) always on the teacher's mind

2) something that causes concern when implementing new tech. "When will I find time to write content for this?"??

3) A comforting safety blanket when entering unfamiliar territory.??

CEA in the classroom is an emerging trend. Many teachers brave enough to embark on their CEA journey are still relatively new to ag tech, likely don't have a strong and well-informed support network, and probably have some trepidation about stepping off that cliff for the first time.

This is where relationships with students enter the equation.

Anything with a high learning curve requires time to implement correctly. CEA is no different. Before mastering the process, the educator will need time to learn, grow, fail, and succeed. Strong student relationships allow teachers to use this moment in time to harness the incredible power of "learn as you go." A masterful teacher will see the challenges ahead as an opportunity mentor instead of a roadblock to overcome. Students will realize that failure is a part of growth and a natural pathway to success.??

Relationships are the only way to make that happen. Leaning too hard and relying too heavily on content will likely result in failure, frustration, and a lack of willingness to try new things again.??

The relationships are what I miss most about teaching. Kids will remember your kindness, compassion, and commitment to them long after they've forgotten the content you delivered. Becoming a master of creating bonds will help overcome a lot of stinky lessons!? ? ? ?

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