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Setting Healthy Boundaries - Coggle Diagram

- - - - We are going to walk through a typical experience for a teacher. This scenario is exactly why relationships matter as we teach. When students have relational connection and trust, they will have confidence to make a request when they have a need. Here we will see that Kim is concerned about an upcoming exam and is in need of additional support. This is a completely standard request which Kim is making of Mr. Jones. However, let’s pause for a moment and acknowledge that though this is a fairly standard request for assistance, it is a request that places Mr. Jones in a position of power to guide the relationship into a given direction. Mr. Jones can either accept or deny Kim’s request, and also establish the terms of how the request will be met. As teachers, we have significant power to guide the nature and the terms of our relationships with our students and to set the boundaries of those relationships. You will assume the role of Mr. Jones and respond to the prompts to navigate through this interaction.
        
        Kim
        
        [Kim lets out an audible sigh] Mr. Jones I am having a hard time studying for this mid-term. I am staying up late after I get home from practice to spend extra time studying and I’ve even made flashcards, but when I quiz myself, I just keep mixing up the information and I really don’t want to fail this mid-term. [spoken in a sad and defeated tone]
        
        Mr. Jones
        
        Don’t worry Kim. I’m confident that you can do well in this course and I have seen you taking notes and really paying attention during my lectures in class. I’m here to help support you. [spoken with an encouraging tone]
        
        Kim
        
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