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.

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.

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.

One of the great regrets in life is that we often understand more about our experiences when we look back at them. Retrospection often leads to new insights and levels of appreciation that were absent during some of life’s most important occurrences. After all, the old adage says that youth is wasted on the young.

An obvious example for many of us is our failure to appreciate the people who guided and shaped who we have become: our teachers. Of course, as students we were likely to dismiss and push back on what they expected of us. We thought that we knew what was best. Unfortunately, we did not have enough life experience and perspective to make every decision on our own. We needed to pay attention, heed their advice, and follow their guidance. Too often, it was only after we left school that we came to appreciate the difference our teachers made. 

In this season of gratitude, take a moment to consider that only later did it become clear to us that the teachers who pushed us to lift our aspirations and increase our investment in learning did so because they saw in us potential that we did not yet realize we possessed. 

The teachers who challenged us and pushed the boundaries of our learning knew that the most valuable learning we would develop would come with struggle and frustration. They reminded us that mistakes are a natural part of the learning process. They urged us to use errors and mistakes to adjust our approach and guide our learning. 

The teachers who held high expectations and refused to lower them when we failed to make our best effort were teaching us a valuable lesson about life and learning. When the work was hard, they urged us to focus on the quality of our effort and strategies, not on how to “work the system” or find an easier path. 

The teachers who resisted providing us with immediate answers were not necessarily being difficult. Learning where and how to find answers for ourselves was a lesson we continue to rely on. Knowing how to solve problems on our own serves us well in situations when we face dilemmas and no teacher is present to provide a formula or show a clear path forward. 

The teachers who pressed us to focus on what we were learning, not just the grades we received, guided us to focus on what was most important. They reminded us that grades are nothing more than symbols. At their best, grades do little more than capture the progress we were making and learning we had gained. 

We might agree that, at the time, we did not show our teachers our full appreciation. Of course, at the time we did not fully know, let alone appreciate, the impact they were having on us and our lives. Only now, years later, have we come to understand how they changed our lives and helped us to become who we are today.

Thank you, teachers, for your investment in the learning and the lives of our most precious resources—our students. They are the future, and you help shape it. Some of us did not, as students, realize the impact you were making on us. It took some of us a long time to understand and appreciate your significance in our lives. Though it is belated, we hope that you feel the depth of our gratitude. Thank you.

This is the time of the year when we often pause to contemplate the aspects of our lives for which we are thankful. We might focus on our families. We often reflect on our health. We might consider the career success we have achieved and the colleagues we work with. Our reflections could include the freedoms we enjoy, and the opportunities we’ve had in the past year.

However, there is another important element of our daily lives that we can easily overlook: the students we teach. Of course, some students may make our lives more challenging. Some students may not immediately respond to our efforts. Other students may seem to have a knack for trying our patience.

Consequently, we may not consider our students on the list of reasons to be thankful during this season. However, if we pause and reflect on our relationships, the lessons students teach us, and the extent to which they keep us fresh, we are likely to discover that there is much about the experiences we have with students that are worthy of our appreciation. Consider these aspects of our interactions with students that deserve our gratitude:

• Students are the reason we teach. They are our “why.” They present opportunities to shape futures. They give us direction and add meaning to our lives.
• Students are often powerful teachers. The questions students ask, the fresh perspectives they offer, and even their misunderstandings can stimulate our thinking and uncover fresh insights.
• Students bring energy and possibility to our work. They can make us laugh with their humor and amaze us with their imagination.
• Students remind us of the reality of humanity. Students often demonstrate amazing courage, reveal aching vulnerability, and incredible resilience.
• Students challenge us to be adaptable. Just when we think we have seen everything, we encounter a student who presents a new challenge, needs a new approach, or invites us to rethink what we have assumed.
• Students teach us the value of patience and empathy. Every student needs our understanding and hopes for our support. Often, it is the students who seem to be the most difficult to reach who need us the most.

So, how might we demonstrate the appreciation we feel for our students? Here are six ideas to consider as places to start:

• Tell students directly and specifically. We can share with students our appreciation for the effort they invested in a project, the care they demonstrated for a classmate, or the restraint they demonstrated despite their frustration. A brief conversation or written note can matter more than we can imagine.
• Recognize and celebrate growth. Not every student will find success in response to every learning challenge. However, we can reinforce persistence and progress. Often, students who face the longest learning journey receive the least recognition for what they accomplish.
• Give students your full attention. Listening may seem like a small thing. However, full attention is one of the most powerful expressions of respect and gratitude we can offer. Too few students regularly experience the undivided attention of adults in their lives.
• Watch for and acknowledge quiet “difference makers.” Notice students who help others without being asked, who work consistently without frequent reminding, or who are peacemakers within the class. These are students who often make our lives easier and work more impactful but rarely receive recognition or are offered gratitude.
• Thank students who teach us. Taking time to note when a student’s question makes us reflect, shift our assumptions, or adjust our perceptions can send a powerful message of gratitude. Students rarely assume that what they do or say changes the way a teacher thinks or acts.
• Say “please” and “thank you.” These may seem to be small, even incidental elements in our interactions with students. However, they carry a message of respect and civility. Common courtesy can carry a note of gratitude and thoughtfulness in a world that students often experience as harsh and thoughtless.

We should not be surprised if we find students responding to our gratitude with thankfulness of their own. Students may not say it—or even realize it—but we are important people in their lives. Our appreciation for them and recognition of their importance to us can send a powerful message and have an outsized impact on how they see themselves.

Venting of emotions is much like the release valve on a pressure cooker. Without venting, our crankiness and crabbiness build, collaboration suffers, and conflicts grow more frequent and intense. Releasing frustration and emotional pressure can keep our emotions from spilling over, leading to meltdowns, and eventually burning out.

The sources of frustration, pressure, or distraction can vary. We may just be having a bad day. Someone who knows how to “push our buttons” may be pushing them. We may be struggling to implement a new classroom routine or employ a new strategy. Regardless, we need to let off some emotional steam. Holding it in may work for a while, but holding in frustration can create even more problems.

When we need to vent, it usually is best to find an opportunity and an outlet. Here are some options to consider:

• Seek out a trusted colleague, mentor, friend, or family member. Having someone who is willing to just listen can allow us to talk about what’s bothering us.
• Capture thoughts, record emotions, and explore solutions by journaling. Writing about what is bothering us can help us to think through the situation and find some release without worrying about what we have said.
• Take a walk or engage in other physical activities. Exercise can be an effective way to channel our emotions and dissipate emotional pressure.
• Engage in meditation or mindfulness activities. Calming our thoughts and consciously releasing the tension we feel can relax our minds and bodies.
• Do something creative. Tapping our creativity can release emotions without having to put them into words. Engaging in a favorite hobby, painting, or playing an instrument might be helpful. Writing poetry, a short story, or even composing a song can help us to explore and express what we are feeling.
• Find a reason to laugh. Humor can be a surprisingly effective way to release tension. Humor can also help us to gain distance from our problem and provide a less intense way to release the pressure we feel.
• Yell or scream where no one can hear you. A pillow can be a great receptacle for our verbal outbursts. Open spaces with no one around or even driving alone in a car can be a safe place to shout and release our tension and frustration.

While venting can feel good and release intense emotions, we need to observe some cautions. Here are some things to keep in mind:

• If venting to someone, we need to be sure they understand that we are venting, not trying to solve a problem.
• We need to be careful about venting to students, parents, and others about issues over which they have no control. They often do not fully understand our context and may feel awkward. We need to maintain our professionalism despite our frustration.
• It is best to avoid over-venting. Repeated venting on the same topic, or with the same person can strain relationships.
• We need to think about how our words and emotions might impact others. Becoming overly personal or accusatory based solely on emotion can create long-term damage to relationships and reputations.

Sometimes venting is enough to release emotions and let go of what is bothering us. At other times, venting might provide momentary relief, but frustrations remain. When we feel prolonged frustration, we may need to go beyond just venting. We might ask ourselves:

• What are some reasonable, realistic solutions?
• What have I tried and what else might lead to a solution?
• Who can solve the problem or change the situation?
• What would it take to make the situation better?
• Who else seems to be experiencing similar frustrations and how might we partner to find a solution?

Finally, there may be times when we find that our need to vent is constant, problems begin to feel unsolvable, or we frequently feel overwhelmed. This may be a point where we need to consult a professional who can help us to gain a better perspective, find some more effective emotional outlets, or make some changes that lead to less frustration, greater satisfaction and a happier outlook.