This paper provides an argument regarding the importance of relational trust between students and teachers during the learning process. Establishing this trust is expected to foster student wellbeing and lead to openness to learn and increased innovativeness. However, there is a relative dearth of theoretical and empirical literature on behaviors to establish relational trust (Bryk & Schneider, 2002;Tschannen-Moran & Hoy, 1997), and how these behaviors can be expected to lead to wellbeing and academic achievement. The Learning Errors and Formative Feedback (LEAFF) model is proposed to organize key aspects of the theoretical literature as they might relate to measurable ways in which trust can be promoted with specific words and actions in the classroom to enhance learning. Based on the LEAFF model, a framework is designed to operationalize facets of trust to help teachers develop trusting relationships with their students. However, the potential effects of these facets need to be empirically tested in future studies to secure optimal learning outcomes.

This paper describes a collaborative project between Tsuut’ina Education and St. Mary’s University, Faculty of Education. The project addresses the Truth and Reconciliation Commission’s (TRC) (2015) Calls to Action in reference to language and culture. Our work with the Gunaha instructors of Tsuut’ina Education was carried out with the intent that the collaboration would benefit not only Tsuut’ina Education students but also the Tsuut’ina community. For carrying out our work with Tsuut’ina Education, we identified the following four principles as relevant to our collaboration: The research (a) is relevant to community needs and priorities and increases positive outcomes; (b) provides opportunities for co-creation; (c) honors traditional knowledge and knowledge holders and engage existing knowledge and knowledge keepers; and (d) builds respectful relationships (Riddell, Salamanca, Pepler, Cardinal, & McIvor, 2017). Finally, we discuss three implications from our partnership: reciprocal relationships, shared expertise, and respect for worldviews. Our collaboration with Tsuut’ina Education offered us an opportunity to embrace an alternate way of knowing and to appreciate the responsibility that we have to listen and learn from others.Keywords: language and culture; collaboration; partnership; reciprocal relationships; shared expertise; respect for worldviews

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