One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.

中文翻译：

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重新思考师生关系的语法

一种具有自己语法的教育结构是师生关系。传统的关系语法涉及教师和学生相互联系以追求学术学习——这种语法植根于将教学的专业领域定义为学术知识传播的历史尝试，以及当前使教育“学习化”的努力。本研究描述了中西部一所中学的三名高中教师所经历的 154 种师生关系，以描述修订后的关系语法。鼓励将教学重新想象为学术和非学术支持，林肯教师展示了一种关系语法，其基础是了解学生是学习者，也深入了解人，并提供与学术支持一样多或更多的非学术支持，对公平有影响。