How?

    In the end, Milner reminds the reader that addressing and overcoming issues of diversity and opportunity gaps starts with building a relationship.  The word relationship, so often thrown around in today's society, holds more weight than our world traditionally gives it.  When I look at synonyms for the word relationship, words such as dependence, alliance, and kinship come to the surface.  Take these words all together.  Relationship, then, is not just some sort of acquaintance achievable via social media or occasional interaction, but rather a connection based on a deeper sort of interaction or emotional tie.
   With this understanding of relationship, I continued to read through Milner's ideas of how best to facilitate these teacher/student relationships across diverse boundaries.  Before diving into this, though, I had an attitude that I wasn't going to learn anything new.  Day after day in school we learn about ways to facilitate positive classroom relationships, and thought this section may be simply a review of these ideas.  Right away, however, he debunks my those thoughts. He states in his introduction to these practices that "it is essential to remember that students have sometimes internalized negative words, phrases, and perceptions about them, which can make it difficult for them to recognize their own potential or to trust and give teacher s a chance to help them develop their talents and strengths" (pg 184).  Relationships, in the deeper sense of the word, do not follow some sort of formula.  The ideas he states later for forming and facilitating relationships, as well as ideas I have learned in class are not end-all be-all ways to create positive teacher/student relationships.  I often think that if I come up with some fantastic interactive activity, I am sure to win some students over.  This may be true, but Milner challenges me to think that there are still going to be students whose background proceeds them.  Difficulties and times of maltreatment in their past may close them off to what I am offering in the classroom.  So, as Milner continues, he reminds me that I must continue to get to know the students personally, and use creativity and understanding when trying to help each student learn and grow.
    This again makes me think of colorblindness.  I need to see the students for who they are as individuals. Their backgrounds, race, ethnicity, and learning abilities play a large role in who they are.  Teachers in general need to see these diverse attributes in students in order to truly build strong and lasting relationships with them.
   In my current novice teaching placement, there is a student of minority going through difficult family struggles.  Her father is sick to the point that they are unsure how long he will make it yet.  This is proving to be quite a struggle for this student.  While the support of her family is present, she seems to act quite hopeless in the school setting.  Because I have just met her, I am unsure of what in her past may have hurt her or what may be causing this to be even more stressful on her life.  Through my observations and interactions, I have seen my cooperating teacher engage in positive conversations with her, and also witnessed students and other staff surround her with support and kindness that she responds quite well to.  In a sense, this is what I believe Milner is talking about with building relationships.  This student, while we are unsure of her background, is reaping benefits from a teacher/students relationship based on trust and encouragement.  This is a beautiful thing, and truly has the ability to make an impact on everyone involved.
    Going back again to my worldview, I cannot help but see the strong connections this section of the book has to my beliefs. This again makes me think of colorblindness.  I need to see the students for who they are as individuals. God has created every person in his image.  None of us are the same.  The diversity between us allows for great and beautiful dynamics when we enter into relationships with one another.  Christ has chosen to send us his spirit to be in relationship with him.  The relationships Jesus created while here on earth are also shining examples of the blessing that relationships truly can be.  Therefore, while teaching content is a very important aspect of education, it is the relationships of trust being built that truly allow for success inside and outside of the classroom.
     In situations where relationships are not coming easily, we have been blessed with the gift of prayer.  This is something that can never be taken away from me.  No matter where I am, God has given me the ability to pray to him.  Through the interaction and connection I have with the God, I can bring others, especially my students, before him.  He has the power to work wonders in others lives.  Through prayer and pursuit of a relationship, I believe that a teacher has been given great tools and abilities to bless the students they interact with, and this is something that we cannot take lightly.  Praise God for this gift, and pray he helps each one of us use this gift to his honor and glory!