Policies and Practices to Support Co-Constructed Relationships (Coursework Sample)

Co-constructed relationships
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Co-constructed relationships center on collaboration and partnership working. Co-constructed relationships in learning occur between teachers, learners, families, as well as creative professionals in developing and delivering creative learning in places of learning. Co-constructed relationships deepens connection and understanding between partners and results to the realization of high-quality, inclusive services. Co-construction in learning allows room for pupils to carry out investigations, analysis, interpretation as well as reorganization of their knowledge. Co-constructed relationships improve learners' capability to reflect on their learning as well as to apply what they have learnt in real life situations (Allen & Cowdery, 2014).
The overall goals of policies and practices that support social support seek the social relationships with the contributor to be of value to the beneficiary and distinguish it from intended negative interactions like discouragement and angry criticism. Lee (2013) outlines that social support can be emotional, meaning that friends and family of the affected express feelings of empathy, love and care in a bid to offer hope to the listener. The second kind of social support is instrumental, where service and tangible aid is provided to assist the beneficiary. Informational social support provides information, advice and suggestions, for example about the ailment affecting a said person.
The overall goals of policies and practices that support family empowerment include assisting, nurturing, loving, as well as the facilitation of opportunities towards the attainment of productivity, incorporation, free will, interdependence, as well as the inclusion in each aspect of communal life for the various family members, with all the unique capabilities they have, their strong points and complexities.
There are a number of policies and practices that support co-construction, some of which are targeted at social support while others are targeted toward promoting family empowerment (Buysse & Hollingsworth, 2009). They include:
* Teacher language, which denotes the way teachers talk to learners. This is a social support practice requiring teachers to encourage learners' efforts, mentioning what the learner has done as well as what is needed to be done for improvement.
* The policy of responsibility and choice supports empowerment of the learner as teachers allow pupils to make decisions which they are answerable to regarding their class work. The teacher should check to ensure that there are democratic norms in the class environment for learners to offer meaningful input into the academic content learned in class or how it is learned, as well as in the classroom procedures and norms.
* Warmth and support is an academic as well as a social support which students get from peers and teachers. The educators ought to create a class environment in which students are aware that instructors care for them. Teachers can show their care towards learners by asking academic as well as nonacademic questions, following up students' concerns or problems, narrating the teacher's own stories, as well as by acting in a manner that learners know that it is safe to ask questions in class.
* Student-centered discipline requires that teachers apply disciplinary policies which are developmenta