The Master Teacher Blog

Teaching involves lots of talking. We introduce new concepts and skills, provide guidance and support, offer feedback and direction—all of which require verbal cues and interactions. It is also true that what we say, the words we choose, and the timing of our communication matter.

Unfortunately, over time, our speech can fall into patterns that feel natural, but we may give little thought to the messages they carry. They may be phrases and statements that we heard from our teachers, or they may just seem useful in the moment.  Nevertheless, what we say can have a greater impact than we realize. Let’s examine seven common teacher statements that can shut down engagement and undermine learning.

We don’t have time for questions.

We might be reluctant to interrupt a planned lesson or the flow of an ongoing explanation. However, questions are indicators of curiosity, confusion, and interest in learning. Ignoring or refusing questions risks stifling curiosity, deepening confusion, and fostering disengagement. Whenever practical, we need to take questions as they surface. If the answer to a question can wait, we might invite the student to hold the question and promise to address it at the conclusion of the current activity. Or we might signal that an opportunity for questions is coming soon and ask students to jot down their questions so they are captured and can be addressed.

I just explained this.

This statement may be correct, but if students were not listening, couldn’t hear us, or the explanation was not clear to them, they won’t be able to use our explanation to move their learning forward. Rather than pointing out that an explanation has been given, we might focus on what students did not hear or understand. Checking for understanding is likely to be more supportive of learning than focusing on what students should have heard and understood. 

You need to try harder.

The amount of effort a student is giving may be inadequate to support development of the intended learning. However, effort is only one contributor to learning success. Focusing on effort alone can leave students feeling unable to succeed and with nowhere to turn. Good strategy, deep reflection, sense making, and effective use of resources also are crucial to learning growth. Balancing effort with other contributing elements can give students multiple places to find success.

This should be easy.

The fact is that what may seem easy to us or even for some other students may not be easy for all students. Declaring that a learning task should be easy risks discouraging or undermining the confidence of students for whom the new concept or skill requires struggle. The implication of the statement is that if the learning task is not easy, it is the students’ fault, or that the student is not a good learner.

You should already know this.

It may be true that we have already taught students what they need to know to be successful with a current learning challenge. However, our teaching is not the same as student learning and recall. Our verbal observation of what may be obvious suggests that the problem lies with the student, when the cause may be shared or at least more complicated. Rather than lamenting what students do not know or do not recall, our time will be better spent, and students will be better served by refreshing, reviewing, or reteaching what students need to know to be successful. 

You are so smart.

On the surface, praising a student’s intelligence may seem like a good confidence builder. Yet, the statement implies that the student was successful because of his or her intelligence alone. Unfortunately, intelligence by itself can only take learning so far. Without good strategies and effective effort, students can encounter challenges for which their intelligence alone is no match. Consequently, students may give up, believing they are not smart enough to go any further. Alternatively, they may avoid learning challenges that risk revealing that they are not as intelligent as we assume.

Just follow these steps.

Following dictated steps might lead to a correct answer, but it does not necessarily lead to learning. Not knowing why or understanding the relationship between actions and outcomes can leave students dependent on remembering the steps to take, not why the steps are important or how they lead to a correct answer. Further, this admonition suggests that there is a single way of solving a problem or finding an answer, while in most situations multiple paths can lead to success.   

We have much to say to students and they have much to learn from us. It is worth the effort to examine the common phrases we use and the exhortations we depend on to urge students to learn. We need to lift students up and focus their attention on where it will make the greatest difference. Consequently, we need to choose our words carefully.

During this time of the year, the days are shorter and natural light is present for fewer hours. Yet, this month is still known as the season of lights; we hang lights, decorate with lights, celebrate with lights, and marvel at the beauty lights can project. At a time when we cannot necessarily depend on light from natural sources, we create, display, and share light to brighten our lives and the lives of others.

When light is scarce, we are keener to celebrate its presence. In fact, light at this time of year does not just seem to shine brighter, it travels farther. Light that might be barely noticeable in bright sunshine can be a penetrating beacon during a dark night. We notice it more and are drawn to it. The greater the darkness, the greater the impact light has on and in our lives.

Of course, this phenomenon is not just physical. A similar relationship exists emotionally and psychologically. When life feels darkest—when we experience disappointment, endure depression, and experience sadness—we appreciate the “light” that people around us bring, share, and ignite in our lives.

Amid the celebrations that accompany this holiday season, we do well to consider the light we can offer to and inspire in the lives of those around us: students, colleagues, friends, family, and others with whom our lives intersect. The good news is that bringing light into the lives of others does not have to be a big event nor does it require excessive effort. Often a little thought, some awareness, and a measure of attention are all that is required to brighten the day of someone who is experiencing emotional darkness. Here are a few examples to consider and build on:

• Noticing. Taking a few seconds to go beyond generic greetings to make eye contact, checking on someone’s day, inquiring about their plans, or just wishing them a good evening can be all that it takes to remind someone that they are noticed and they matter. 
• Understanding. Spending a few minutes just listening and seeking to understand can be a gift that means more than we might imagine. Being genuinely heard can be a special gift.
• Encouraging. Just a few words assuring someone that “they’ve got this,” they have what it takes to make it through, or that you are behind them can be enough for them persist and overcome what they face.
• Giving. Offering to help with a task or project, sharing resources, or just showing up with a cup of coffee can lighten an emotional load and make the day of someone who is feeling overwhelmed or struggling to keep going.
• Thanking. Letting someone know that we appreciate them, we are grateful to have them in our lives or are thankful for something they have done can make their day and lift their spirit.
• Caring. Knowing someone cares can feel like a lifeline in times of loneliness and isolation. Remembering to check in, stop by, or otherwise reach out and be there for someone can be all that it takes to make a difference.

There is a quote: “The best things in life are not things.” We can become caught up in the “things” of the holidays and forget that what may matter most to the people in our lives is what we are to them, not the things we give to them. Equally important, when we bring light into the lives of others, our lives feel brighter too.

We have many tools for communicating at our disposal. We can make powerful statements, present compelling arguments, and ask compelling questions. We can shout, whisper, speak quickly, or slow our speaking pace. Yet, arguably, the most powerful and flexible communication tool we possess isn’t found in the sounds we make. It resides in the silence we create.

The space when we are not speaking can communicate a wealth of meaning. When we choose to pause our words and remain silent, we can say more than we might when using dozens of words. Arguably, there is no other communication tool with as many potential uses and that packs as much power as the pause.

Of course, the meaning and impact of creating a pause may depend on elements such as timing, context, and non-verbal supports. However, we should not underestimate the power of a pause to convey an important message, provide space for reflection, or offer an opportunity for deeper connection. Consider these ten roles a pause can play and the impact each application can have:

• Offering evidence of active listening. A pause following something said can communicate active listening and a commitment to hear, not just speak.
• Showing patience and respect. A pause can be a signal for someone to speak during conversation, whether one-on-one or in a group. It can be a sign that we are ready to listen. 
• Express doubt. Saying nothing can say a lot about whether we believe what we are hearing. If fact, when people are not being honest, a pause can lead them to say more than they intend to fill the silence and strengthen their story.
• Inviting agreement or disagreement. Pausing after making an argument or stating a position can be an invitation for a response. A pause can create space for reaction, minimize interruptions, and support a respectful exchange on an emotional topic.
• Frame a response. Rather than making a knee jerk reaction, a pause can create the space we need to respond thoughtfully. A pause can also give us time to gain control of our emotions and choose to avoid “taking the bait.”
• Offering space for reflection.  A pause can be a time to process what has been said. A pause can allow us to take in something important or emotional, consider its implications, and appreciate its importance.
• Create tension or drama. When telling a story or making a presentation, pausing before revealing an important piece of information can create anticipation, build tension, and maximize the attention the audience will give to what is said next.
• Add emphasis. A pause following an important statement can emphasize its importance, give the audience time to consider the implications of what has been said, and increase its memorability.
• Offer turn taking. Pauses in meeting conversations can create space for people who are waiting to speak. Fast-paced conversations favor those who think and speak quickly and with confidence. Creating a pause in the flow can make room for those who may need time to think or who are reluctant to speak.
• Signaling a change of subject. A pause at the end of a discussion can be an invitation for any final thoughts or comments on a topic and create a break before moving to a new topic or issue.

As we work with students, colleagues, family members, and friends we should utilize the power of well-placed, strategically utilized pauses. We can become preoccupied with what we have to say, but we should not neglect the understated, but awesome potential of a thoughtful pause.

Managing student behavior is a constant process that often parallels the lesson we are teaching and the learning we are trying to build. Educators know full well just how often students say and do things that we and other students find distracting or that interrupt the flow of the classroom.

We can attempt to shut down disruptive student behavior with quick admonishments and directives, but this approach is more likely to prolong such behavior than prevent or extinguish it. In fact, a recent study of teacher behaviors in response to student interruptions or inappropriate behavior found that trying to shut down student behavior with phrases such as “Shush,” “Stop it,” and “Be quiet” were effective for only about five minutes before the same or similar behavior reappeared. Meanwhile, students learn little about self-regulation and avoiding similar behavior in the future.

Employing proactive student-centered approaches tend to be significantly more effective. The same study found that when expectations and redirection were connected to explanation, distracting and disruptive behavior was eliminated for 20 or more minutes.  Here are six examples of approaches we can use to enlist students in controlling and shifting their behavior to maintain classroom processes and build self-regulation.

First, we can frame expectations in what students can and should do rather than telling them what not to do. We might say, “Please listen attentively while others are speaking,” instead of, “Don’t talk when I or others are speaking.” Or we might say, “Please stay in your seat unless you need to get something” rather than, “No wandering around the classroom.”

Second, we can review expectations before transitions and remind students why the expectations are important or necessary. We could say, “We will be moving to the library in a few minutes. Let’s remember to walk quietly and calmly so we do not disturb other classes.” If we wait until students are not walking quietly and calmly in the hallway, we may find thar our redirection is even more disruptive to other classes and less effective with our students.

Third, we can connect redirection to purpose. Instead of "Stop talking and start working," we might say, "I notice that you are chatting during independent work time. I want you to get the most out of this time. That means focusing on your work." Or we could say, “I see that you are struggling with this problem. Struggling means you are learning. When we don’t give up, we get better. Let’s think of another approach you might use.”

Fourth, we can choose invitational language. Instead of, “Pay attention and get to work,” we could say, “You seem like you are a little distracted. What do you think might help you to focus and do your best work?” Or “I know that it is tough when you must wait for others to finish. What might be a good way for you to pass the time?” rather than, “Please sit quietly and wait for others to finish.”

Fifth, we might remind students of agreed upon norms and rationale. Our language could be, “Let’s pause for a second and think about the norms we created. How can they help us to work together better?” instead of, “Stop arguing.” Or “Let’s remember the norms we created. They can help us to respect each other and our work,” rather than, “Stop bothering each other.”

Sixth, we can redirect energy to more productive ends. Our guidance might be, “I see that this activity is stimulating lots of excitement, but let’s focus on organizing our materials so everyone is ready to participate,” instead of, “Stop talking and get ready for the next activity.” Or “Let’s stand up and stretch for a minute and then finish this activity strong,” rather than, “It’s getting too loud. Please quiet down.”

The reality of working with young learners is that they will not always pay attention, be ready to focus, or be able to regulate their behavior. We can choose to interrupt distracting and unacceptable behavior for the moment, or we can invest a few additional seconds and help students to manage their behavior and build autonomy.

Reference: Karasova, J. and Nehyba, J. (March 29, 2025). Novice teacher’s classroom behavior management: Situations, responses and impact on student behavior. British Educational Research Journal. Retrieved at: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4166

We know that feedback is a crucial element in learning, especially when learning is challenging, multi-staged, and requires practice and application. Effective feedback reinforces progress, clarifies crucial learning components, lights the path forward, and propels persistence.

However, feedback that fuels learning requires a careful combination of art and skill. It must be provided in close enough proximity to learning efforts for learners to recall their thinking and actions during learning attempts. Feedback needs to be specific enough for students to understand its importance and potential impact. Further, feedback that reinforces learning needs to be objective, not colored by judgement or assumptions. Finally, the feedback we provide must give the learner information they need to take the next steps in learning.

While these elements of feedback may seem clear—even obvious—feedback often falls short in its ability to motivate and support learning when educators fail to heed several factors.  Let’s explore five of these common mistakes and how to fix them.

Mistake #1: Overloading the amount of feedback. We might think that students need to be informed of everything in the work they did worthy of note or in need of improvement. However, learners are limited in the amount of working memory they can manage at any time. Providing students with too much feedback can lead to students ignoring all or the most important feedback we provide.

Fix: Focus on the elements of student work that, if adjusted, would make the greatest difference. Even though we can provide extensive feedback, overloading will not improve learning. If we are concerned that a parent or others might criticize us for not catching every error, we might indicate with our feedback that it is targeted and not all-inclusive.

Mistake #2: Neglecting to connect feedback to learning goals. The presence of learning goals helps us and our students to focus, measure progress, and understand what still needs to be learned. Obviously, the most powerful learning goals include the participation of students in their development and can play a significant role in stimulating and tracking learning progress. Helping students to see progress and understand what lies ahead are important elements of feedback with impact.

Fix: Keep learning goals visible and active in feedback conversations. If established learning goals seem too far off, we may need to break down next steps to help students see how progress can be achieved, even if there is significant distance yet to be traveled.

Mistake #3: Feedback is overweighted with negative information. When students hear what feels like mostly bad news, they can become discouraged and give up rather than use the information to adjust and improve. Feedback that has a productive impact is carefully weighted to provide an accurate picture, while instilling hope for success.

Fix: We can choose our words and focus with the student’s perspective and perception in mind. We gain little by having students feel “buried.” Students also need to hear where they are making progress and what they are doing well. While we may need to share information that suggests the need for improvement, we can do so while sharing our confidence that the student will be successful and that we are committed to helping them to find their way forward.

Mistake #4: Feedback conversations do not include student response opportunities. Telling students where they are showing progress and sharing areas in need of improvement are only parts of effective feedback interactions. Unless students contribute to the conversation, they are unlikely to feel ownership for the feedback they receive. Further, we are not likely to know what students understand, how they react to what they hear, and whether they are committed to using the feedback we provide.

Fix: Give students ample opportunities to share their understanding, areas of confusion, insights about their learning, and to commit to applying the feedback they receive. Depending on the nature of situation we might even invite students to share their perspectives and ideas before we share feedback. In any case, once we have provided feedback, we need to give students opportunities to reflect and clarify what they have heard and discuss what they will do with it.

Mistake #5: Failing to follow up after providing feedback. We might think that once we have provided students with feedback on their learning attempts that we can move on to other things. However, students may find that what they try following our feedback isn’t working, they fail to recall what they heard, or they encounter a challenge that was not discussed in the feedback conversation. Failing to check in and reinforce the feedback we share risks compromising the impact of our efforts and could result in students giving up in frustration. 

Fix: Make a mental or physical note to follow up and reinforce feedback as students attempt to implement what they have learned. Once students have tried to apply the feedback they received, we might briefly touch base to see if they have any questions, inquire if they are making progress, and observe the results of new learning attempts. Our check-in not only helps to determine the impact of our feedback, but it also sends a message to students that we are interested and ready to continue to support their learning.  

Feedback is a powerful tool to support learning. However, it requires more than telling students where they have fallen short and what they need to do to improve. The best feedback is a conversation that builds understanding, instills hope, and stimulates further learning.

Language is a powerful tool for communicating information, concepts, and perspectives. Consequently, we need to exercise care and caution to be certain that what we say conveys the meaning we intend and avoids misinterpretation. This advice may seem obvious. Yet, it can be easy to fall into habits of speech and employ phrases and terms that may not fully or accurately convey what we mean.

We may use certain words and descriptors as informal shortcuts to express emotions and perceptions. They may be well intended, but they can still create confusion, lead to over-generalizations, and reflect meanings that we do not intend. It can be worthwhile to pause occasionally to review some of the terms and phrases we use and consider whether we would do well to avoid or accompany them with explanations or qualifiers. Here are five common education-related terms that might fall into this category.

Drill and kill.

This term is often used to describe practice repetitions, yet not all practice is bad. In fact, practice plays a crucial role in developing expertise. Approaches such as distributed and deliberate practice are key to building high-level skill development and learning retention. At the same time, subjecting students to mind-numbing, seemingly endless drills can undermine motivation and diminish engagement. It is not drills that kill, it is the failure to make practice purposeful, engaging, and useful.

Better terms: purposeful practice, distributed practice, and deliberate practice.

Sit and get.

This phrase is frequently used to describe lecture-based, low-engagement instruction. While passive learning often leads to lack of depth in understanding and absence of learning retention, there remains a role for direct, explicit instruction. Explicit instruction can be a highly useful way to explain new information, set a context for learning, and clarify areas of confusion and misconception.

Better terms: direct instruction, explicit instruction, and responsive teaching.

Learning styles.

This term has been used to describe the concept that students learn best when instruction was presented in the way that matches how students learn best (visual, auditory, and kinesthetic). However, multiple research studies have shown that matching teaching with learning styles does not increase learning. In fact, overreliance on perceived learning styles can limit the amount of learning skills students choose to develop and rely on. A more effective approach is to utilize a variety of modes of instruction when introducing content and nurturing new skills. Generally, the more ways in which students are exposed to new information, the more likely they are to learn and remember.

Better terms: dual coding, learning preferences, and multiple modes of engagement.

Remedial instruction.

This term implies a focus on student learning deficits. It implies that the student is the problem and must be remediated. However, lack of expected learning progress can be the result of many factors. This focus can result in efforts to “fix” the learner rather than discover and build on strengths and target areas in need of support. Unfortunately, remedial education too often features a slower pace for learning when pace may not be the primary cause of the problem. Additionally, remedial instruction frequently engages learners at superficial levels of learning that lack motivating elements and interest-generating experiences.

Better terms: targeted instruction, strategic learning support, and essential skill development.

Ability grouping.

This description implies that we can know students’ abilities. Yet, abilities are complex and varied. We can gauge the skills students are able to demonstrate and their levels of academic performance, but we are not likely to know our students’ full abilities with certainty. Unfortunately, when we group students based on what we assume to be ability, students interpret our judgment of them as being smart or being dumb. Such decisions and interpretations can have lifelong, unjustified consequences. Meanwhile, some students may be very bright but not appear so because they require more time to process and analyze before presenting an answer or solution. It is also true that students included in high ability groupings often are fast learners, not necessarily expert learners.

Better terms: flexible grouping, skill-based grouping, and learning readiness grouping.

We want our words to accurately convey our intentions. Consequently, we need to be careful to select words and phrases that are not likely to result in confusion or misinterpretation. Are there words and phrases you might add to this list as having high potential to be misunderstood or could lead to incorrect interpretations?

It is not difficult to find someone willing to give advice. In fact, on most faculties there are people willing to provide seemingly endless advice, often without even being asked. Of course, not all the advice we receive is likely to be of high quality or may apply to our needs and reality.

Our challenge is to figure out what advice might be useful to us and decide what we should ignore. Sometimes the advice we receive is obviously not useful or relevant. At other times, the advice we receive may at first seem worthy, only to discover later that it falls short of what we need. Fortunately, there are some indicators we can heed to help us discern the advice we should consider and follow, and what we should reject or ignore. Here are six signs that the advice we receive may fall short and should be viewed with skepticism. 

The advice is simplistic or absolute.

Example: Students do not have to like you. They just need to respect you.

Certainly, respect is an important element of a positive, productive classroom climate, but respect rarely occurs in isolation. Fortunately, we do not have to choose between having positive relationships and the enjoying respect. The truth is that the most learning occurs, students behave their best, and we feel the greatest satisfaction when students like us AND a high level of respect is present. We can achieve both.

The advice is unrealistic.

Example: Treat every student the same.

This advice may initially sound as though it makes sense, until we consider the unique interests, needs, talents, and learning challenges that students bring with them. What will work best for and meet the needs of some students likely will fail with other students. Our knowledge of and relationships with students can help us to decide what they need, how to guide them, and how best to design learning experiences for them. Typically, advice that includes: “always,” “never,” and “every” is worth examining before following it.    

The advice is outdated.

Example: Memorization and drill are the best ways to ensure student learning.

While there remains a role for memorization and drill can build “muscle memory,” most of what students learn today will require that they understand and can apply what they learn. Learning experiences that build deeper insight, provide thinking tools, and stimulate ideas and connections will carry more lasting value for learners. Actively engaging students in analyzing, synthesizing, and applying what they learn can extend learning retention and make it more operationally accessible for students in the future.

The advice ignores your context.

Example: The most important thing is to cover the curriculum.

To a reasonable extent, we need to engage students with the most important elements of the curriculum. However, curriculum coverage is not what matters most. If students are exposed to information and skills, but do not learn and master them, we will have accomplished little. There are times when we need to slow down and focus on learning, even if it means that we will not be able to address every aspect of the formal curriculum. Of course, when this is the case, we may need to alert colleagues who will be working with our students to ensure that essential concepts and content are addressed in future learning.

The advice conflicts with your core values.

Example: "Focus your efforts on students who have or are close to meeting standards and don’t bother with the rest."

This advice might come as major assessments or accountability measures approach. While the advice might make the data look better, it risks sacrificing the needs and success of students who need our support the most. Unfortunately, following this advice means that we will abandon some students and ignore their needs. All students deserve our instruction, coaching, and support, regardless of where they are in relationship to generating high test scores and meeting learning standards.

The advice ignores your experience, knowledge, insight, and expertise.

Example: If a research study shows that a practice is effective, you should immediately adopt it with your class.

Being aware of current research is important, but many factors can determine whether it can be applied effectively in our context. The age and profile of students involved in studies matter. The conditions under which studies are conducted matter. Replicability of studies matter. Before blindly accepting and applying new research, we need to check its viability and likely applicability in our context, while considering our experience and expertise. 

Good advice can be amazingly helpful, especially in areas where we lack experience. However, not all advice is equal or worth heeding. Consider these six signs the next time you hear advice that leads you to question its value.

We want students to be recognized and reinforced when they do a good job. We want them to feel good about what they have accomplished. We also want them to be motivated to replicate their success with future challenges and in other circumstances. Achieving this goal requires more than general praise and positive words. 

Students need to feel they own their successes. They must see their accomplishments as more than luck or good fortune. The more students understand how their actions led to their success, the better able they will be able to apply effective strategies and the more confidence they likely will have when approaching new challenges.

Consequently, the words and approaches we select must convey a multi-level message beyond, “Good job.” What we choose to say needs to reveal key elements that are within the student’s control and offer enough clarity and specificity for them to reflect, learn, and act on what they hear.

Here are eight ways we can send the message that what the student did was good, how they can own their behavior, and how they can use what they have done to do even better in the future:

• Choose a context that is comfortable for the student. Some students thrive when their efforts and accomplishments are shared in front of an audience. Other students will feel embarrassed to have others witness our feedback and prefer to receive praise privately. Tailoring our approach to the student can make a significant difference in how they will respond and use what we offer.
• Focus on the student, not your feelings. After the student talks about what they did, how they feel, and what it means, we can follow-up with expressions of pride and delight. However, the focus needs to be on the student, not on how it makes us feel.
• Highlight what the student did, not their ability or talent. Effort, persistence, flexibility, creativity, and other behaviors are within the control of the student. They can be replicated and built on. Talent, ability, and giftedness may be nice to have, but students are likely to see them as inherent qualities over which they have little control and may not be present when facing the next task or challenge.
• Be specific. Point out the behavior or behaviors that led to the achievement. Highlighting strategies, persistence, and good use of resources helps students to know what they can do next time to achieve similar results.
• Be timely. Praise and other forms of feedback that make a difference need to be shared as soon after a student engages in a behavior, completes a task, overcomes a challenge, or achieves success. The longer we wait to share our observations, the less students will recall about what they did and the less likely our message will lead to repetition of the behavior.
• Point out evidence of progress. Noting signs of emerging skills, improving habits, and better processes can give students information on areas they can reflect on and focus. Seeing evidence of progress also can be a powerful motivator to keep going.
• Link effort to outcome. Students do not always see how what they did led to the outcome they achieved. Our pointing out key connections and providing examples from their work can help students to see that they were responsible for what they achieved. The connection between effort and outcome can be a powerful motivator for future behavior.
• Connect performance to purpose. The connection might be to an established goal, benefit to the student or others, or the classroom environment. Understanding that their work matters and makes a difference can give students strong encouragement to do more.

Praise and other forms of positive feedback can be powerful motivators. However, students need to see how their behavior led to their improvement or success. They need to feel ownership for the outcomes they achieve. And they need to hear it from us.

Last week was Teacher Appreciation Week, which often features special events, thank-you activities, notes written by students, and sometimes even parent expressions of gratitude. These gestures are important and can be meaningful ways to convey appreciation. It is good, after all, to have your work and contributions recognized.

However, the most meaningful expressions of appreciation often come from another source: our colleagues. The people we work with every day understand the stresses and strains of teaching better than others who may observe or benefit from our efforts. Appreciation from a colleague comes from a place of camaraderie, insight, and shared experience.

Now that Teacher Appreciation Week has passed, consider taking time to share your appreciation for the people you work with each day. Maybe that’s someone who helps you to be successful or who makes your days a little easier or brighter. It might be someone who makes important contributions to the shared work of the staff or who goes the extra mile to support students. Or maybe it’s someone who just needs to be appreciated and encouraged.

Honoring, recognizing, and appreciating colleagues does not have to be expensive or time consuming, and doing so can send powerful messages of respect and value. Equally important, these messages are made more meaningful coming from someone who truly understands the demands and challenges that define life as an educator.

Want some ideas? Here are a dozen appreciation-sharing ideas to stimulate your thinking. Not every idea is appropriate for every colleague, so think about what your colleagues will appreciate and find meaningful.

1. Share your smile. Smiles are powerful expressions, and multiple research studies have shown that smiles are actually contagious. Having someone smile and make eye contact with us signals recognition and respect. A friendly smile during a challenging day can be a powerful spirit lifter.
2. Ask how a colleague is doing and really listen. Too often, people inquire about others without real interest and then fail to listen to their response. Slowing down, asking sincerely, and listening carefully can send an authentic message about our caring and appreciation that person.
3. Invite a colleague to spend quality time together. Choosing to spend quality time with someone—whether at a campus activity or social event or just to visit—can send a powerful message of caring and appreciation about them as individuals.
4. Offer a sincere and specific compliment. Of course, the most direct way to share appreciation is to tell someone we appreciate them and why. Want more impact? Studies have shown that when we include enough detail to extend our message for as little as twenty seconds, it becomes even more powerful and memorable.
5. Write a note of appreciation. Handwritten communication is increasingly rare in today’s technology-dominated world. Sharing appreciation in writing not only demonstrates an investment of time and effort, but the note can also become an important keepsake or bulletin-board reminder for its recipient. They may refer back to it during times of doubt or insecurity. At the very least, it will have made them feel seen and valued.
6. Bring them a treat. Coffee, tea, a baked good, their favorite snack—thinking of someone as we pick up a beverage and/or treat and gifting them a boost of energy can be a great way to show appreciation and show that we pay attention to their likes and dislikes. It can also be a timely opportunity to start the day by checking in with a valued and respected colleague. Very few people are made unhappier by being given a treat!
7. Share a useful tip, helpful strategy, or needed resource. When we find an approach or strategy that works well, choosing to share it can communicate connection. Saving someone time or helping them to secure a needed resource can be a great way to show appreciation.
8. Volunteer to lighten a load. Offering to cover a duty assignment or class (where possible and appropriate, of course) and give a colleague a break can send a significant message of understanding and appreciation. You might be a significant member of a teacher’s support system or “village.” Offering to make additional copies or help set up for an activity can lighten a load at just the right time.
9. Ask to visit and learn from a class or activity. Share that you admire your colleague’s practice and want to learn from them. Of course, some teachers may be reluctant to have a colleague observe them, but even if they decline, your message will still likely be appreciated.
10. Give a public shout-out. Consider finding an opportunity at a staff or team meeting to publicly recognize and compliment a colleague. Not everyone appreciates public recognition, though, so if you are not certain of how the colleague might react, consider sharing your intent and ask for their approval. If they aren’t comfortable with the spotlight, then perhaps the following approach would be more appropriate.
11. Compliment a colleague to their principal or supervisor. Informing supervisors about a colleague's contributions and achievements shows appreciation and encourages them to recognize the deserving colleague too. Depending on your relationship with the colleague, you might let them know what you shared. Doing so can double the appreciation they feel.
12. Write an anonymous note to a colleague on behalf of the team or staff describing the difference they make. Again, highlighting what specifically the person does that makes a difference can provide an important lift. Coming from an anonymous source can make the message even more memorable and mysterious.

Though Teacher Appreciation Week has passed, these ideas and our support for each other are no less important or appreciated throughout the school year. In fact, these are actions that we can adopt as behaviors and turn them into habits.