In this article, the author illustrates how the Descriptive Process can assist teachers in shifting relationships with students because it requires both associative and reflective processes. Drawing on discussions from a teacher study group, she illustrates how associative processes can lead to a strengthening of connection with self. Similarly, she demonstrates how the process of reflection, which requires a synthesizing of the external world with the coming to know of self, can trigger a shift in thinking and a change in action. These intertwined processes, embedded in an interpretive community, and a keen attention focused on a student, can activate a deepening of relationship. (Contains 1 footnote.)