The Master Teacher Blog

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when a basic sense of safety and security are not present, students are more likely to be anxious, preoccupied, and withdrawn.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.

It's no secret that student attendance in the aftermath of the pandemic is a bigger challenge than before. Obviously, there are many reasons why students might be absent more frequently. Yet, regardless of why students are absent, we want them to feel welcome and connected. We also want them to learn and succeed. When they do, their attendance is likely to improve.

On the other hand, if students feel disconnected, that their presence does not matter, or that they cannot succeed, the frequency of their absences is likely to increase. Unfortunately, unless we communicate our interest, find ways to help students feel they belong, and continue to invest in their learning, the situation is likely to become worse, not better.

Of course, frequently absent students are a challenge. They create more work for us. They typically struggle to keep up. And their absences can feel like rejection, lack of motivation, and absence of commitment. As a result, our relationship with frequently absent students can become strained and weakened. We can even feel resentful.

Still, we need to remember that we are dealing with children and adolescents. They may have developed poor habits. They may be facing life challenges and barriers of which we are not aware. They may doubt whether they can succeed or whether they are valued and accepted.

We may not be able to change students’ circumstances or control their behavior, but we can communicate that we care about them, the importance of their presence, and our confidence in and support for their success. When we do, we can have more influence on their behavior than we assume. Consider these strategies to assure frequently absent students that they belong, they are missed when they are absent, and we want them to succeed:

• Reinforce that their presence is noticed and valued. We can make it a priority to greet students warmly when they return and assure them that they were missed.
• Provide updates using inclusive language. Subtly remind students that they are part of the class. Rather than saying, “Here is what you missed,” we might say, “Here is what we are doing this week.”
• Resist drawing attention to absences in front of the class. Develop smooth reentry routines such as resource folders containing information to bring the student up to speed, brief check-ins, and quick group reviews of recent learning.
• Remain focused on moving forward. Casting blame and forcing guilt-laden conversations are not likely to make a positive difference in behavior. Concentrate on what can be done now and what’s next.
• Create some small wins. Look for opportunities to help students reengage and feel success. Search for what students already know and can build on. Modified tasks, manageable choices, or low-stakes activities can help students to build confidence and reconnect with learning.
• Look for opportunities for students to connect with peers. Pairing students with reliable, supportive classmates who share notes, provide updates, and offer encouragement can make a big difference. Inclusion in group projects and discussions that are not heavily dependent on previous class experiences can also help to initiate or reinvigorate social connections.
• Build connections beyond academics. Invitations to help with small classroom jobs and responsibilities can foster a sense of belonging. Noticing attendance streaks and improvement efforts can provide important reinforcement. Discussing personal interests and other out of school experiences can communicate caring beyond classroom behavior and experiences.
• Stay connected during absences. An email or quick call with a message that the student was missed and that we care can go a long way. “We missed you today” can help students to feel noticed. “I hope everything is okay” tells students we are interested in them.

Without question, frequently absent students can be frustrating and create more work. However, placing blame and harboring resentment accomplishes little. Our efforts are more likely to yield positive results when we focus on making our class a place where students feel noticed, valued, respected, and supported to do their best. When students feel welcomed and that they belong, our efforts to address attendance-related issues become much more productive.

We want to see ourselves as skilled, resilient, confident professionals. Yet, a tough class, a less-than-successful initiative, or a difficult professional relationship can leave us doubting ourselves. The distraction it can cause for us is less important than how we perceive it. The danger is in the self-doubt we feel.

Self-doubt can also be sneaky. It can creep up on us when we are not expecting it. And it can stay with us longer than we would like. Over time, self-doubt can contribute to our stress, undermine our confidence, leave us feeling reluctant to take risks, and can even damage our health.

Fortunately, there are several steps and strategies we can employ to counter feelings of self-doubt and build our confidence. Consider these six attitude and action adjustments that can replace self-doubt with self-confidence.

Strive to be your best, not perfect. Perfectionism can be a trap. Trying to create flawless lesson plans, build constant student engagement, and form perfect relationships is a recipe for disappointment and doubt. We cannot control all the factors that make a perfect learning experience. On the other hand, deciding to do our best each day and remaining flexible when not everything goes as planned can help us to let go of perfection while continuing to improve and allow us to celebrate even small successes. In the words of John Steinbeck in East of Eden: “And now that you don’t have be perfect, you can be good.”

Resist comparisons to others. We may perceive some colleagues as “having it all together.” They project an attitude of confidence and control. Yet, it is likely that there are areas in which they face challenges too. Be assured that they also experience difficult days, even if we are not aware of them. Instead of making comparisons to them, we can commit to collaborate with them. While we may gain some insights and strategies from them, there are likely ideas and approaches we can share that will help them improve, too.  

Reframe negative thoughts and self-talk. What we say to ourselves can have a powerful impact. The more we tell ourselves negative things, the more we are likely to believe them. Yet, we are in control of what we say and think. Shifting negative thoughts into positive affirmations and giving ourselves the support we would want from a valued friend can shift the way we think and feel. We might tell ourselves: “I can do this,” “I have faced and overcome tough things in the past,” and “I have what it takes to succeed.”

Treat mistakes and missteps as opportunities. Dwelling on mistakes and missteps can haunt our thinking and undermine our confidence. We want students to see that mistakes play an important role in learning. The same should be true for us. We are not—nor should we expect to be—perfect. Mistakes and missteps are part of life. Mistakes may point to something we need to learn, and a misstep may be a reminder to pay closer attention. When we commit to learn and improve, we gain value from the experience, not just left with regret.

Set goals and celebrate milestones. Goals can be powerful tools for making progress and building confidence. Setting meaningful, realistic, achievable goals can help us to focus our energy and attention. Achieving even small goals can give us a sense of accomplishment. Over time, the goals we set and achieve can build our confidence and remove doubts about our ability to face and overcome difficult challenges and navigate rough spots in our professional journey.

Keep a success and gratitude journal. We can quickly forget our successes while we dwell in what went wrong. We can become preoccupied with what we don’t have while ignoring what we do. Keeping a daily journal of what we have achieved and what we are grateful for can be a great way to keep our focus on what is going right and is good. When we have a bad day or experience a setback, reading our journal can be a great way to restore our confidence and re-balance our perspective.

Self-doubt can be uncomfortable, but it doesn't have to hold us back. Pushing forward even when we have some worries and trepidation can help us focus our attention and energy. Prevailing in the face of self-doubt can help us to build the confidence and courage we may need when we face the next challenge.

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.