The Master Teacher Blog

What teachers believe about the commitment and capacity of students to learn is among the most powerful predictors of student success. All students do better when they believe their teachers are committed to their success and see them as having learning potential and being capable of succeeding. However, students who have a history of struggle and need more time and support to succeed are often even more sensitive to how they are seen by their teacher—and the impact is even greater.

The starting point for finding success with students is to be convinced that they can learn and we have the capacity to make their success possible. When we are confident in and committed to the success of our students, we communicate this information in myriad ways, many of which we do not consciously choose. The same is true when we lack confidence in the potential of students.

Meanwhile, students are hyper attuned to the signals and signs that reveal what their teachers believe about and expect from them. Virtually every interaction is mined for meaning and may be internalized in ways that influence student behavior and commitment.

We do not want to believe that we tell students that we do not see them as having high potential or that they are not likely to succeed in our class. For the most part, we probably do not explicitly convey such a message. Yet, buried within interactions with students can be disheartening and damaging messages that get in the way of reaching all students. Here are seven common circumstances in which positive and negative messages often are sent.

Opportunities to contribute. Without care and attention, teachers can find themselves calling on students whom they believe are likely to have answers and will be quick to respond. Teachers may feel pressure to keep the lesson moving and favor efficiency over equitable opportunities to respond. Some students may be relieved not to be “put on the spot,” but they also feel a lack of confidence in their capability.

How much time students are given to respond. When teachers believe that a student can provide a valid response to a question, an insight, or useful thought, they tend to give them more time and encouragement than might be offered to a student not expected to have an answer or idea to contribute. Yet, with more time and support, students who may not often contribute may have something worthwhile to offer. Students who might struggle or need more time may feel relieved to be “let off the hook,” but they also are likely see it as a message about their potential.  

Nonverbal behavior during interactions. When students who are assumed to be capable learners have a comment or question, they are more likely to experience voice tones, facial expressions, and other nonverbal behaviors that are encouraging, supportive, and patient. Meanwhile, students who do not enjoy this perception are more likely to experience interactions that convey less empathy, lack of patience, and lower levels of interest.

Level and extensiveness of feedback. When teachers believe students are highly capable of understanding, accepting, and using feedback, they are more likely to take additional time, provide more detailed guidance, and offer follow-up. On the other hand, students who have a history of struggle often are given more superficial and directive feedback and managed check-in on their progress. Students notice the difference and interpret the behavior as an assessment of their potential.

Who is blamed for confusion. When students who are perceived as capable are confused, teachers are more likely to assume that they did not provide a clear explanation, adequate examples, or sufficient directions. Conversely, confusion and questions from students assumed to be less capable can be met with exhortations to pay better attention, listen more carefully, and follow the examples of other students.   

Interpretation of the meaning of mistakes. When students who are perceived as capable make mistakes the interpretation is more likely to be that they need more time, opportunities, and guidance to succeed. On the other hand, students who do not enjoy such perceptions can be seen as not giving adequate effort, being careless, or lacking learning skills. 

Amount of flexibility. Students who are seen as capable learners also can be given greater flexibility and more second chances when they ask for consideration. Their requests are more likely to be seen as based on legitimate needs. Conversely, students who are perceived as less capable might be assumed to have not been responsible, as giving inadequate effort, and being disorganized and thus are less worthy of special consideration.

Fortunately, with some thought and attention, we can resist falling into patterns of interaction with students that convey negative messages that we do not intend and do not reflect what we believe about our students and their potential.

It is often said that hope is not a strategy. While the statement may be correct, it risks ignoring the important relationship between hope and strategy. Strategy developed without hope is not likely to be implemented and sustained. Conversely, hope can be the impetus to develop, implement, and persist with a strategy.

When we consider this relationship in the context of learning, we can see how students who lack hope of success are not likely to invest deeply in learning paths or overcoming learning challenges. Students who lack hope often choose distraction and undermining behaviors to avoid the pain of being exposed to failure. The absence of hope can masquerade as lack of caring, laziness, and even resistance. It also can lead to other avoidance behaviors such as withdrawal and frequent absences. 

Meanwhile, hope can be the stimuli students need to try something new, take learning risks, and persist when learning is a struggle. Hope can help students to see possibilities, overcome mistakes and setbacks, and navigate learning barriers. Hope is empowering and builds confidence.

Unfortunately, too many students come to school each day lacking the level of hope that can sustain them through difficult and challenging experiences. They too often choose to give up rather than keep trying, and, in some cases, they may choose not even to try.

So, how can we inspire, nurture, and reinforce hope for learning in our students? Of course, we can’t give students hope directly, but we can create conditions under which hope is likely to emerge and grow. Consider these tips and techniques as places to start and on which to build:

• Look for opportunities to help students connect their efforts to outcomes. When students can see that their actions matter and they can influence outcomes, hope becomes easier to grasp.
• Recognize and reinforce effort, even when success is not immediate. Admittedly, effort alone is not success, but our recognition and reinforcement can be the impetus for students to renew their effort and ultimately succeed.
• Find and celebrate small wins. Helping students to see that they are capable of success, even in small doses, can build confidence and support risk taking.
• Help students to see what the next steps are in learning. Clear, modest next steps can make the path forward easier to see and less overwhelming to contemplate.
• When students struggle, use “not yet” language rather than “wrong” or “failure.” Recognizing that learning is a journey and takes time, but success remains obtainable, can help students to keep trying.
• Offer choices in how students might approach a task. Giving options can foster ownership and encourage students to stick with what they have chosen.
• Connect learning to student interest or priority. Establishing a link between something the student values and a learning task can make it easier for them to try and seek progress. However, we need to be careful not to have students feel manipulated or patronized.
• Use optimistic language when discussing tasks and challenges. Students tune in to how we view their potential even when we are not explicit. Choosing words like “when,” not “if” can make a difference.
• Foster a climate of caring, support, and inclusion. When students support each other, reluctant students often are more open and willing to try than when they feel isolated and alone.
• Share times and circumstances when we have struggled and kept going until we found success. When we have a strong relationship with students, our experiences can carry extra significance and give students confidence that they, too, can succeed.

Hope can be a powerful driver of learning. When hope is present, effort and struggle can feel worthwhile. When students have hope, they are more likely to accept our coaching and heed our advice. Our challenge is to create conditions under which hope can flourish and success is worth pursuing.

Metaphors can be powerful tools for communicating and creating understanding. Part of their charm and utility is that they can help us to see limitations and imagine alternatives, a safe and inviting way to articulate the case for change and suggest possible options. With this context in mind, let's consider the metaphor of a typewriter to help us see how the design of our educational system might be holding us back from what we need. It might also help us to rethink the design in useful ways.

Consider that the typewriter was an amazing innovation in its time. The work of the traditional typesetter immediately became available to anyone with access to the machine. Professional printing was no longer the purview of a few highly skilled individuals. Similarly, the emergence of our public education system created access to learning opportunities that previously have been confined to the wealthy and privileged. However, while access remains important, access alone is not adequate to prepare students for their futures.

Rethink opportunity: How can we assure that every student has access to rich learning opportunities and support and is challenged to move their learning to ever higher levels and deeper understanding?

The typewriter provided precision in type and uniformity in presentation. Our education system, too, was designed to create uniformity and precision in teaching and learning. Schools were charged with preparing students for a predictable future and a stable economy that, for most graduates, required a relatively narrow set of minimal skills. Yet, today’s world demands creativity, innovation, and flexibility; skills difficult to foster in a standardized and compliance-based design.

Rethink opportunity: How might we design more opportunities for flexibility, variety, and diversity in learning experiences?

Typewriters were designed for use in isolation. A single person developed a single product following a set approach. Similarly, our schools were designed for learning to occur in a predetermined sequence, largely disconnected from application and devoid of collaboration. Meanwhile, today’s workplace values networks, shared creativity, and instant communication.

Rethink opportunity: How can we create learning environments that encourage collaboration, celebrate connections, and nurture learning networks?

Typewriters were not tolerant of mistakes or changes. Even minor errors in keystrokes required retyping or covering with “whiteout.” Changes to content typically meant starting over. The design of our educational system does not accommodate mistakes very well. Instruction is intended to keep moving forward. Mistakes are treated as interruptions and malfunctions rather than naturally occurring aspects of learning. Terms such as “remediation” imply having to fix learners rather than accepting and addressing errors and mistakes as important components of learning.

Rethink opportunity: How can we create opportunities for mistakes and errors to be celebrated as part of learning processes and utilized to accelerate understanding and deepen insights?

Typewriters immediately increased the productivity of office workers. Tasks that previously took excessive time and care became far less time intensive. However, we would not expect workers to meet workplace expectations today while relying on a typewriter to generate the volume and variety of products we take for granted. Yet, educators are expected to follow and rely on a system design that has changed relatively little since its creation in the late 1800’s. There should be little wonder about why schools often do not produce the results expected and needed in today’s world.

Rethink opportunity: How can we harness today’s technology tools to support greater productivity without adding excessive pressure and workloads?

Typewriters offer feelings of nostalgia for many people. The sounds of clicking keys and the bell of a return carriage can conjure familiar memories and reminders of simpler, less complicated times. The structures and schedules and the compliance and fact-focused curriculum of traditional schools can feel familiar, predictable, and even reassuring. However, the world for which today’s schools are challenged to prepare students will demand flexibility, collaboration, curiosity, imagination, and innovation; features traditional schooling was not designed to foster.

Rethink opportunity: How can schools evolve to encourage more curiosity, greater collaboration, expanded creativity, and richer imagination? 

The invention of the typewriter represented a major step forward in printing and the design of our education system opened the door to major advances in learning. However, much like the typewriter of yesteryear, our thinking and approaches to learning need to evolve and respond to new opportunities and the demands our students will face in life and work.

There is no shortage of arguments about whether teachers should hug students. Some say that hugs leave teachers open to accusations of inappropriate touching. Others are concerned that hugs might be misinterpreted. Still, others are not comfortable hugging anyone, including students. On the other hand, advocates speak to the importance of human connection, especially during difficult and emotional times. They argue that human touch, including hugs, are effective ways to communicate caring, encouragement, and empathy.

Meanwhile, several research studies have documented the benefits of hugs. Hugs can release oxytocin, serotonin, and dopamine—the brain’s feel-good hormones. Hugs also can activate cortisol, the anti-stress hormone, thus reducing levels of anxiety and depression. In addition, studies have shown a connection between hugs and reductions in stress-related illnesses and infection.

In an academic context, positive touch has been linked to increased class participation and increases in on-task behavior. In younger children, studies have connected positive touch with decreases in disruptive behavior.

So, what steps can we take to minimize the risks associated with hugs and maximize the benefits? We can start by noting these elements:

• Become familiar with and follow any school policies that might provide guidance or present restrictions on hugging and related contact with students.
• Discuss the concepts of personal space and giving permission with students.
• Ask for permission before initiating a hug, especially with students who may have experienced trauma.
• Respect any cultural difference that might be related to physical contact.
• Keep hugs brief and non-intrusive.
• Allow students to initiate hugs.
• Consider side hugs as an alternative.
• Confine hugs to public spaces.

Of course, hugs are not the only options for making human contact. If hugs are not for you or appropriate in the current setting, consider one or more of the following alternatives:

• Fist bumps
• Elbow bumps
• High fives/air fives
• Shoulder taps
• Handshakes
• Authentic smiles
• Kind and encouraging words
• Meaningful eye contact
• Written sticky notes

We might think of these alternatives to hugs as “micro-moments” of acknowledgement and connection. Not all of them carry the level of connection and offer the same psychological and physical benefits of hugs. However, depending on the setting, cultural context, age and gender of students, and our comfort level, they can be safe, useful, and beneficial alternatives.

We may not think much about the importance of trust in our classroom. In fact, we may even assume that it occurs naturally. Yet, trust is not something that just happens. Trust grows as the result of multiple factors, including feelings of safety, predictability, respect, confidence, and compassion. Of course, trust matters because unless students trust us, learning will be a struggle and may not occur at all.

We might think that we just need students to trust that we are there to stimulate, nurture, and extend their learning. Yet trust is often more complex and multi-dimensional than we might presume. Trust exists at various levels of strength and in response to multiple levels of experience. In fact, trust in classrooms takes on at least three distinct levels.

In its most basic level, students trust that they will be safe, they will be treated fairly, they know what is expected of them, and they will be treated with dignity and respect. When trust at this level is present, students’ attention shifts from protection and survival mode to learning mode. Routines and predictability lessen their anxiety and free their mental resources to hear and process instruction, engage in problem solving, and be creative. On the other hand, when a basic sense of safety and security are not present, students are more likely to be anxious, preoccupied, and withdrawn.

The second level of classroom trust indicates that students have confidence that we have the competence to help them succeed. Students want to feel confident that we have the knowledge and skills necessary to teach them. They want reassurance that we possess deep content knowledge and can share it with them using clear, supportive, and effective strategies. Trust at this level also extends to our preparing engaging and purposeful lessons and our readiness to adjust when students struggle. Further, students want to trust that we will provide timely, specific, actionable, and encouraging feedback to support their learning.

The third level of classroom trust rests on whether students feel that we care about them as a person. Trust at this level is personal. Students want to feel that we really “see” them. Students seek reassurance that we are willing to listen and respect their feelings and perspectives. They want us to notice their strengths, understand their challenges, and acknowledge the effort they give. Trust at this level also extends beyond the classroom to our interest in students’ lives, such as hobbies, interests, family, etc.

Obviously, the levels of trust are interdependent and build on each other. Without a basic sense of safety, trust in our instructional competence holds little value and relational trust is out of reach. When just the first two layers of trust are present, learning often takes on a transactional feel with students cooperating and complying but not taking learning risks and extending their learning beyond what is required. The door to the transformational power of learning opens when trust at all three levels is strong. Learning can occur without fear or hesitation. Students can take on difficult learning tasks, make mistakes, and explore new learning paths with the confidence that we are there to guide, support, and encourage them.

So, what behaviors can we practice if we hope to establish trust at each of these three levels? Here are examples at each level to consider:

Basic trust:

• Establish and follow clear, predictable, useful routines.
• Create and consistently enforce clear, reasonable rules and expectations.
• Protect students from ridicule, bullying, and exclusion.
• Follow through on commitments.
• Own and correct our mistakes.

Competence Trust:

• Design lessons with student readiness, interest, and learning goals in mind.
• Strive for clarity and digestibility when presenting new information and introducing new skills.
• Notice and encourage progress (even when it is small).
• Provide timely, actionable, and encouraging feedback.
• Frequently check for understanding and seek feedback to increase clarity and reduce confusion.

Relational Trust:

• Listen deeply and actively to what matters to students.
• Make personal connections with students through interest in their lives beyond the classroom.
• Share confidence in their potential, notice their strengths, and encourage their passions.
• Encourage students to take learning risks and reassure them of our support.
• Assume positive intentions and integrity.
• Show our humanity by being willing to be vulnerable and share our interests and passions.

The truth is that trust precedes learning. Unless students trust that we will make the classroom a safe place, learning will be a challenge. Unless students trust that we can teach them, they are not likely to invest and take risks. On the other hand, when students feel safe, trust our competence, and feel seen, supported, and cared for, there is no limit to what they can accomplish.

Education is serious work, but it does not have to be humorless. In fact, humor and its companion—laughter—can be powerful tools for leading a school staff, an instructional team or task force, a group of colleagues, or class of students.

What makes humor so powerful? When we laugh, we activate dopamine, a feel-good brain chemical. Dopamine can stimulate learning and extend recall. Dopamine is self-reinforcing. It leaves us wanting more; thus, it builds engagement. Further, dopamine fosters connections when it is part of shared experiences. Laughter also can be a signal that we are in a safe place and can be ourselves. Humor can lighten the mood and the load. It can lessen feelings of stress and stimulate creativity.

Some of us might think that we are not naturally funny. However, finding humor does not mean that we must be a comedian. In fact, laughter can come from many sources. We can start by not taking ourselves too seriously. We also need to be open to seeing and enjoying humor when it reveals itself. Here are five places where we can find and generate a smile, a chuckle, a full-blown belly laugh, or maybe just an appreciative eye roll:

• Tap low risk sources of humor such as cartoons, jokes, and funny stories. The combination of what we find humorous and what we know about our audience— whether staff or students—can be our guide. It is often best to search for humor that relates to the work we are doing or the learning we are nurturing. Not being the original source of humor does not mean it is less effective.
• Share short videos or clips. We can look for content related to a topic, challenge, or goal that also features a humorous approach. A brief, appropriate video clip can stimulate interest and spark ideas while also lightening the atmosphere and creating a readiness for what lies ahead.
• Share our experiences, missteps, misunderstandings, and foibles. Self-effacing stories and reflections can break tension and lighten the mood. Our willingness to share something about ourselves can make us more relatable and allow others to relax and be themselves.
• Recognize, pause, and enjoy the unexpected and ironic things that happen or are said. Finding something funny in real time can make work more enjoyable and learning more meaningful. A statement of the obvious, a surprising insight that explains, or an unintended pun can be the stimulus for new ideas, launch a new line of thinking, or open the door to new learning.
• Delegate the search for humor to a team member or student. As noted earlier, we do not always have to be the source of humor. We might ask a particularly funny team member or creative student to come up with a joke or story to kick off a meeting or class. However, we may need to provide some guidance and boundaries to avoid misapplication of the assignment.

Like any powerful tool, humor must be handled with care and utilized with thought and purpose. When employing humor, we do well to:

• Consider the context
• Think of the impact
• Stay away from stereotypes
• Avoid embarrassing or humiliating anyone
• Stay away from off-color innuendos or double meanings

Humor, when used with care and discretion, can add an important dimension to our leadership and assist with learning. We can introduce levity, lessen stress, and create community through the humor we borrow, create, and recognize.  

We dedicate significant time and energy to preparation for the start of a new school year. Our attention is focused on arranging materials and equipment, learning everything we can about our students, setting the stage for the first several days, and hoping that all will go well. Predictably, not everything goes as planned. There are pleasant surprises, some unexpected challenges, and other “wrinkles” in our plans and expectations with which we need to deal.

As we move beyond the initial phase of structuring, expectation setting, and getting to know our students, our attention shifts to how well our early efforts are taking hold and our students are responding, and whether we are on track for sustainable success. Of course, we probably have a sense for how things are going, but it can also be helpful to have some signs and signals to monitor and assess our progress. Here are seven indicators we can consider.

Students greet us easily and positively as they enter the classroom. Eye contact, smiles, and verbal greetings are signs that students are comfortable with us, and positive relationships are forming. Of course, we need to be positioned to have them comfortably encounter us by standing at the door, greeting students by name, or otherwise positioning ourselves to welcome students.

Students are following established routines and transitions are smooth. It is a good sign if we are spending less time managing behavior and more time is available for instruction, discussion, reflection, and practice. Of course, behavior management will always be necessary. It is the gradual shift in balance that is important to monitor.

Students remind each other of classroom rules, expectations, and routines. Once students understand and are confident in what is expected of them and their behavior, they can be quick to notice when other students ignore or do not follow established norms. This behavior can be a sign that students are no longer relying entirely on us to enforce expectations and classroom culture is forming.

Students are active participants in class discussions and activities. As students become more comfortable and confident, they are more likely to ask questions and seek help when necessary. We can also monitor the levels of enthusiasm and engagement students show during activities.

Students are connecting with classmates. Obviously, some students will have existing friendships and students may be making new friends. Our attention needs to extend to whether we see obvious cliques forming, conflicts emerging, or efforts to exclude classmates.

Students generally submit assignments and complete tasks on time. Our monitoring might focus on whether students are giving adequate attention to detail and are striving to produce quality work. When students are demonstrating good work habits, time management, and organizational skills, the stage is set for a successful year.

Students seem willing to take learning risks, tolerate mistakes, and accept feedback. As the cadence of the school year settles in, we can begin to observe how students see themselves as learners. Confident learners are more likely to accept risks and mistakes as part of the learning process, while uncertain and reluctant learners are more likely to avoid risks and see mistakes as evidence of their lack of ability. How well students accept and use feedback can be a key indicator of how well students see themselves and are likely to grow as learners. 

A good start to the school year makes the remainder of the term or year better. Continuing to build and sustain momentum is much easier than trying to establish connections, create focus, and build culture once negative patterns are set.

A final thought: If you are part of a co-teaching or other type of instructional team, it is important to set consistent expectations and provide consistent responses when students need reminding and redirection. If adults are not on the same page, students will quickly notice, and some may choose to exploit the situation to our detriment.