The Master Teacher Blog

We know that students try harder, persist longer, and are more successful when they feel valued and accepted. Some students enjoy popularity among their peers and naturally feel as though they fit in. Some students gain acceptance through academic success. Still others may excel in the arts, athletics, or other areas.

However, success does not always translate into feeling a sense of value and belonging, especially in the classroom. What we say, how we relate, and the messages we send to students matter, regardless of students’ stature in other contexts.

In fact, we send hundreds—maybe thousands—of messages every day that students perceive and interpret in order to understand whether they matter and belong in our eyes. In innumerable small ways, we communicate what we think, how we feel, and what—and who—we value.

Unfortunately, what we communicate is not always intentional or even a conscious action on our part. We can develop habits that stand in the way of our communicating to students that they matter, and we can overlook opportunities to communicate to students how much we value them.

Now is a good time to take a few minutes to reflect on how we convince students that they are important to us and that they matter. Here are ten elements we can use to get started.

First, notice and greet students. Whether when they enter the classroom, when you pass them in the hallway, or when you encounter them at activities or in the community, noticing students matters. Greeting students by name, supported by a smile, can mean more than we realize.

Second, make eye contact. When listening to and speaking with students, we can be distracted by the task at hand or what we need to do next. Stopping what we are doing, making eye contact, and giving our full attention communicates respect and attentiveness. When students experience that attentiveness, they understand that they matter.

Third, be courteous. Saying “please,” “thank you,” “excuse me,” and other common courtesies may seem obvious, but in our hurried and pressured world, we can forget that students are as worthy of our respect as any adults with whom we interact. Showing respect tells students they matter.

Fourth, be quick to say “I’m sorry.” It may not seem like much, but when we are willing to admit our mistakes, take responsibility, and apologize to students, we communicate that they matter enough for us to want to make things right with them.

Fifth, assume good intentions. What we believe about students has an impact on how we interpret what they say and do. If we choose to think that students are well intended and typically do not want to misbehave or even be disrespectful, we are likely to inquire and explore rather than accuse or criticize. Starting with a premise of positivity reduces the need for students to defend themselves or push back.

Sixth, treat missteps, mistakes, and errors as opportunities for learning. Some of the most powerful learning in life comes in response to mistakes and even failure. We tell students they matter when we respond to missteps and mistakes with inquiry and instruction rather than shame and punishment.

Seventh, explain the “why” of learning. When students understand why they are asked to learn and how what they learn will be useful, they are more likely to invest in learning. Meanwhile, taking time to engage students in the reasons for and value of learning communicates respect and valuing.

Eighth, refuse to give up when students struggle. Students are often quick to give up on themselves when learning is not easy. They may have a history of struggle and assume that they are not capable of learning challenging things. Our patience, persistence, and belief that they will succeed can send a strong message that they are valuable and capable.

Ninth, be curious. Students come with a variety of experiences, backgrounds, and family circumstances. Showing interest in who students are beyond inhabitants of our classroom sends a message of worth. Further, the more we know about students, the better able we are to make connections and help them find relevance in what they are learning.

Tenth, search for students’ gifts and talents. Some students may excel in academic areas. Others may be talented artists or athletes. Still others may be gifted leaders. However, every student has a potential gift. When we are “tuned in” to the talents students may possess—including talents beyond the obvious—and help them to discover and develop what makes them special, we send a message that students can become more than they are and might imagine.

Some students require little convincing and reassurance that they matter and fit in. Others need to hear explicitly and consistently that our classroom is a place where they are valued and included. Fortunately, we hold the power to make our classroom a place where everyone can belong and feel safe.

Each student who enters our classroom has unique characteristics and needs that deserve our attention. However, exceptionally shy students can present a special type of challenge. They often experience barriers to engaging in some of the most important learning activities, including discussion, debate, and even verbally answering questions. In response, we must be thoughtful and intentional as we endeavor to engage and instruct these learners.

Shy students reveal themselves in a variety of ways. They typically offer nonverbal clues such as the lack of eye contact or choosing to physically isolate, and they often slump while keeping their arms close to their bodies, as though they are trying to occupy as little physical space as possible. They may have few friends and not initiate conversations with other students. In class, they may rarely, if ever, volunteer to participate or be reluctant to answer a direct question in front of a group. They sometimes also adopt perfectionist tendencies, fearing that a misstep will draw unwelcomed attention.

However, it is a mistake to assume that shy students are not bright or capable of finding success. Shyness can mask intellect and hide curiosity. Our challenge is to help these students develop the courage, habits, and skills to overcome, or at least manage, their shyness.  

Yet, unless we are intentional in our efforts to support the learning and growth of shy students, we can make costly mistakes. Our failure to attend to the needs of shy students can have immediate consequences and long-term implications for their mental health and learning. Here are five of the most common mistakes educators make when teaching timid students and suggestions for how to avoid or overcome them.

The first mistake is failing to make expectations clear. Uncertainty can be a major source of anxiety for shy students. Structure, on the other hand, can provide comfort and reassurance. Having standard procedures and established routines provides shy students with a sense of what they can expect, how they might protect themselves, and how they can engage safely with learning and the class. Class norms for participation, interaction, listening, and respect can increase both the comfort and the confidence of shy students.

A second mistake is putting the spotlight on shy students in front of the rest of the class. Using shy students as examples, comparing their behavior to other more outgoing students, or even having them respond to a question without prior warning or preparation can generate fear and ignite panic. Rather than making them more confident, these experiences can further deepen their anxiety and make them even more fearful. Our actions can also place our relationship with these students at risk. Unexpectedly asking a timid student to do something well outside of their comfort level can feel uncaring, hurtful, and even cruel. As an alternative, we might meet with the student in advance and discuss what we want them to do and coach their readiness. In extreme cases, we might even rehearse with the student what they could say and do.

Third is failing to provide a safe path to build engagement and participation. Asking timid students to take big risks can backfire. For some students, the consequences for doing nothing are preferable to the prospect of having to speak or perform in front of an audience, even when the audience is made up of classmates. Rather, we might offer smaller, incremental steps that present manageable risk and exposure. Our coaching, encouragement, and reinforcement can help to build confidence and make the next steps easier and feel less risky.

A fourth misstep is ignoring opportunities for shy students to demonstrate their learning in more than one way. Some students who are reluctant to speak in front of a group might enthusiastically and articulately present what they have learned by writing about it. In some cases, shy students might be willing to demonstrate a process or procedure but would be reluctant to verbally describe it. Of course, there are times when the learning goal involves verbal descriptions and public speaking. When this is the case, we need to provide the scaffolding and support necessary to move shy students toward the objective without making the risk so high that we lose them.

Fifth is assigning shy students to groups without considering the dynamics. Placing shy students with certain peers may increase their anxiety and sense of isolation. They can become overwhelmed by the pressure and behavior of more active, social extroverts. Where possible, we might include at least one other student who is sensitive and will likely be supportive of a shy student. We also might assign specific roles aligned with the purpose of the group activity and take into account the personalities of group members. Of course, establishing clear norms for group operation and participation can provide important structure and reassurance for students who might otherwise become lost.

Teaching shy students can be a challenge, but it also can offer great rewards. The opportunity to watch a student emerge from their “shell,” build new confidence, and experience the opportunities that full engagement with life can bring is not to be missed. Equally rewarding is that we know we played a role in making this transformation happen.

When we assume the role of teacher in a school and school district, we are granted several formal powers upon which we can draw. Because we represent the institution, we have the power to administer campus policies, uphold formal standards, and enforce institutional rules. In addition, our role as a teacher empowers us to establish classroom rules, create structures, develop procedures, assign tasks, evaluate progress and performance, determine grades, and perform other actions.

However, formal sources of power, as strong as they may be, have limits; relying too heavily on them can, in fact, undermine our effectiveness and even work against our goals of inspiring students, creating a positive learning environment, convincing students to persist, and positioning them to find meaning in their learning. Meanwhile, today’s students are less likely than previous generations to grant status and give deference to educators based on the formal role those educators play and the power granted to them by the institution.

Gaining the compliance, cooperation, and commitment of students today requires understanding, developing, and tapping a second set of powers. These powers are less formal and more relationship based, but they are ultimately far more powerful than the powers granted by the institution.

These informal powers come naturally to some people and are more challenging for others. Most of them can be developed with time and practice, even when they initially do not feel natural. Others may fit best for teachers with certain personalities and preferences. The truth is that we do not need to employ all these sources of power at once—or ever, even. The key is to be ourselves and tap the powers that fit who we are and how we choose to engage with our students.

Let’s explore five sources of influence that are not granted by our position, yet they have the potential to stimulate learning, build strong relationships, and even ignite lifelong aspirations for our students.

The first is credibility. Credibility comes from a deep knowledge of content, lived experience, and teaching expertise. Teachers with credibility can break down learning tasks, provide useful hints, and share effective strategies. They are quick to provide real-world examples and make interesting and useful connections. In doing so, they may share personal experiences and add meaningful context, and they can provide clear examples and explain implications related to what students are learning.

The second power is culture building. Teachers who tap this power create a sense of belonging for all students by cultivating mutual respect, establishing clear norms, and demanding inclusivity. Students in their classes often feel as though they are a part of something bigger than themselves. Students may even feel as though they are part of a team that supports everyone’s learning. As a result, students experience less isolation, reduced conflict, and strong connections.

The third informal power is charisma. Teachers who tap the power of charisma project confidence, passion, and energy. They often seem bigger than life and are the leaders whom students naturally want to follow. These teachers often have a rich sense of humor and may be fun-loving and playful. They demonstrate high levels of emotional intelligence. Of course, not everyone may be a performer, but being authentic, optimistic, and confident can go a long way in building charisma.

The fourth source of informal power is connections. The power of connections can be seen in strong positive relationships with students and others, relationships typically based on caring, knowing, helping, understanding, and supporting students. These teachers believe in individual potential and are strong advocates for students’ needs and interests. Meanwhile, they are attuned to emotions, needs, and hopes. Careful listening is a central source of their influence. Consequently, they can more successfully navigate challenges and manage conflicts.

The fifth source is creativity. Teachers who tap this source of informal power are flexible and adaptable, quick to adjust to unique needs of students. They offer choices and other opportunities for students to experience empowerment, and they respond to the unexpected without losing sight of important goals. They may be skilled at improvisation, and often, they find humor in the absurd and ridiculous.

Without a doubt, success as a teacher requires the support that comes with formal, positional power. However, formal power is rarely enough to sustain our success. It is our access to our own informal influence that allows us to find sustainable success with students and nurture their learning in the face of inevitable challenges.

There is a surprising amount of confusion about the nature, intent, and effectiveness of feedback and praise. Some people may be providing praise when what is actually needed is feedback. Others may think that they are providing feedback when the content of their communication is really praise.  

A commonly offered differentiation between feedback and praise is that feedback is intended to improve performance while praise is intended to recognize it. In other words, praise faces backward while feedback faces forward. However, this description ignores both the role of feedback in helping students to understand what they did well and the power of praise to influence repetition of valued and desired behavior. Feedback at times may be a non-judgmental description of an action without a specific plan for next steps, and praise can be a straightforward recognition of something done well without an ulterior motive.  

Meanwhile, feedback and praise share some important characteristics. For example, feedback and praise are both most effective when they are specific. Generalized observations make neither feedback nor praise an effective behavioral influence. To have a behavioral impact, both need to focus on factors or behaviors over which the student has control. Focusing on good processes, effort, and choices are factors students can continue to invest in and improve; ability and mere circumstance are not. 

Furthermore, the recipients of feedback and praise can have different needs and may be open to different influences. For example, some people value praise, but only if it is in private. Others appreciate praise most when it is given in the presence of others. Feedback, on the other hand, should almost always be given in private, unless the feedback involves and is intended for an entire group.  

Of course, praise by definition is positive, and feedback can be either positive or negative. Although, it bears noting that the most effective feedback is presented in positive language and focuses on achieving success. Feedback at times will be negative, but too much negative feedback can quickly become overwhelming and block change rather than encourage it. Praise may be countered with criticism, but many experts recommend at least a 4:1 ratio of praise to criticism.  

Of equal importance is how students perceive the feedback or praise they receive. Neither feedback nor praise is effective if students see it as manipulative; that is, intended to serve our interests rather than theirs. They are not likely to respond to praise that is over-the-top positive, nor are they likely to accept feedback that is premised on their having knowledge and skills beyond what they possess.  

So why might this discussion be important? First, we need to recognize that there are times when feedback will be most effective in building understanding and creating a path toward success. It is a transparent, intentional process to support learning and behavioral change. There are other times and circumstances when praise can draw attention, provide reinforcement, and lead to behavioral change without the planning and structure that feedback requires. We need to base our choice on our awareness of circumstances, timing, and knowledge of the student.  

Second, regardless of whether we choose praise or feedback, we need to avoid the pitfalls of generalities, factors beyond learner’s control, and inauthenticity. If our intent is to have our words make an impact, we need to give students information with which they can do something. Of course, if we have no intent beyond communicating our observations, a simple statement may be enough.  

Finally, when employed with thought, sensitivity, and good judgment, feedback and praise can both be powerful tools to support the success of our students. Both actions can give students information they need to build motivation and guide choices and actions. Each can have slightly different purposes and may be delivered in varying contexts. However, both need to be part of our professional repertoire.  

What if investing less than five minutes per day could change our outlook, help us to become more optimistic, and make us feel better about ourselves? And what if this same set of activities could also leave others with whom we interact wanting to be around and spend more time with us? It may seem fantastical, but it might be easier than we assume. 

The power behind this shift resides in two fundamental truths. First, we tend to find what we look for. When we seek and expect to find good in others, we see more of it. Discovering more good leads us to being more positive and optimistic. Second, when we share with others what we notice about the positive behaviors and characteristics they demonstrate and the difference they make, they feel better about themselves and us. The more that we notice the good around us, the better we feel. The more we share with others the good they bring, the better they feel.  

The good news is that we do not have to allocate significant new time or add demanding tasks to our daily routines to experience such a shift. What is important is where we focus and what we prioritize. We need to look for specific actions, interactions, and impacts to collect and share. In fact, noticing as few as two or three things a day and sharing our observations with others is enough to get started.  

How we share our observations also matters. Mentioning what we notice is good, but for real impact and staying power, we need to spend at least twenty seconds adding details, examples, and context, and describing their impact. In fact, the twenty seconds we spend acknowledging a person’s strengths and impact can make their day or week—and maybe even shift the direction of their life. 

So, what should we look for? Here are five areas to begin: 

• Note someone’s area of strength and tell them. Everyone has strengths, including some of which we may not even be conscious. Hearing about them—and how they impact others—matters. Even when someone notices and calls attention to what we already consider our strengths, that makes us feel good, and we may be inspired to invest even more.  
• Look for someone’s contribution and mention it. Every day, people do things that make life and work better for others. The action may be something with a high profile, or it may be barely noticed. Regardless, our world works best when people are willing to act in ways that benefit others. Having these behaviors noticed can make practicing them feel more significant and often encourages even more contributions. 
• Listen for a good question and reinforce it. Schools are places where questions abound. Of course, not all questions lead to inquiry and insight and initiate action. When we hear a good question, regardless of the status of the source, we need to treasure it. We also do well to share our gratitude for the question, why we believe it to be important, and where it might lead. Our reinforcement can provide their reinforcement to build the courage to ask even more important questions.  
• Watch for a unique insight and capture it. Like good questions, insights are not always easily recognized. Our attention and support might be the stimulus needed for someone to continue to examine important challenges and uncover important knowledge.  
• Reflect on what we appreciate in others and share it. Even during trying times, there are people around us whose care, support, and general presence we appreciate. However, we may not take the time to tell these people what they mean to us and why. Hearing that they are valued and make a difference can easily make their day and more.  

We may be surprised to find that others are often not conscious of the power of their actions and the difference they make. Our willingness to observe and share the impact they have costs us little beyond our attention and a few minutes, if even that, of our time. However, our pointing out that difference lifts its significance and amplifies its impact. Best of all, we will have made the lives of others better while also enriching ours. 

When the influential people in our lives whom we respect notice unique characteristics and latent potential in us and share their observations, the impact can be dramatic and lifelong. However, their influence does not always have an immediate and visible impact. The “seeds” they plant can stay with us, eventually germinate, and ultimately grow into important drivers of the lives we build and paths we follow. Those of us fortunate enough to have had this experience know how powerful these comments, questions, and insights can be, as well as how much influence they can exert.  

We can be these influential people in the lives of our students. When we take the time to notice, question, and imagine what could be, we hold something special that may become life changing. When we share with our students what we see in and imagine for them, we can be a catalyst to unleash surprising commitment, emerging identity, and growing talent. What we share does not have to be a long conversation or “sermon.” They may be seemingly passing comments, casual observations, or incidental questions.  

The fact is that we can often see hints and glimpses of what the future of our students can be. However, most young people do not have the life experience or self-knowledge to fully appreciate what they can become. They also may be in family and community circumstances that fail to instill and support their becoming something beyond what is consistent with the history of the family and neighborhood.   

These comments, observations, and even urgings require little of us other than our attention to and insights about our students. Yet, the potential impact can be far beyond what we might hope or imagine. Here are seven examples to build on: 

• I hope that I am still around when you realize the full potential you possess. Most students are unaware of their potential. In some cases, the potential may be related to learning, or it may be in forming relationships and influencing others. Or it may develop in another aspect of life. The key is to plant the seed that the student has more to give and gain than their current aspirations and investment reflect.  
• I often wonder how much better you can become if you fully commit yourself. For some students, the opportunity to be better and the talent waiting to be developed is obvious, but their lack of commitment leads to uneven outcomes, unforced setbacks, and unnecessary barriers. Many students fail to realize what they could accomplish if they made a consistent commitment to accomplish what is important and meaningful to them. They do not need more intelligence or talent. They have what they need if they choose to consistently apply themselves. 
• I admire how you dig in when you encounter a challenge. Some students struggle and seem to make limited progress. Yet, they do not give up or give in. Despite the barriers and challenges they face, they possess special power in their persistence. In life, persistence is a more consistent predictor of success than intelligence. Often, students just need someone to recognize this special characteristic and encourage them to keep it up and know that their efforts will pay off.   
• I notice that when you take the time to think about an issue, you always seem to have a unique insight. Some students are quick to volunteer opinions and perspectives without giving much thought. Others are more deliberate and need a little more time. They may not be ready with a quick, often superficial answer. Both types of students can benefit from this observation. For the quick-to-respond student, this statement can be encouragement to take more time and think more deeply. For students who are more deliberate, this observation can offer important recognition and reinforcement for their approach.  
• Your level of curiosity has the potential to give you an amazing future. Curiosity is the gateway to learning. Even students who come from challenging backgrounds and may not have extensive academic background knowledge can find exceptional success when their curiosity is present, persistent, and pursued. When we encourage students to respect their curiosity and continue to ask questions, explore interests, and discover new ideas and insights, we can reveal for them a lifelong path of learning and success. Of course, we also need to be ready to hear and respond to more of their questions, ideas, and wonderings. 
• It would be amazing to see what would happen if you chose to use your leadership skills to make a positive difference. Many students who have special leadership skills and talents choose to use them in ways that distract the attention and undermine behavioral choices of other students. While they are practicing leadership, it can get in the way of their and other students’ success. This statement recognizes their skills and talents but nudges the application of leadership behaviors in a positive direction. Rather than fighting or seeking to undermine their leadership, we can encourage its application in a more positive direction.   
• I wonder what you will do with the talent you have yet to discover and develop. This statement suggests that the student may possess yet unrecognized talent. We open the door to a search and discovery that may surprise us and the student. The fact is that each of us holds the potential for special talents that we have yet to uncover and cultivate. Sometimes we just need someone to believe in what we may become. 

We have exceptional potential to influence our students. An encouraging observation, optimistic prediction, or insightful inquiry can make an amazingly positive difference. However, this same power, if used thoughtlessly, can sap the confidence of our students and leave undiscovered opportunities that assuredly exist for them. 

We want our students to have an experience with us that is memorable and impactful. We want them to look back on their time with us with warmth, pride, pleasure, and gratitude. However, such experiences usually do not just happen. The conditions necessary to generate exceptional experiences are created, nurtured, and protected.  

We also know that the conditions that engender these lifelong memories and feelings lead to high levels of learning, build confidence, and sustain engagement. Fortuitously, most of the factors that comprise these conditions are within our control; they do not necessarily require special expertise, exceptional technical knowledge, or unusual interpersonal skills. That being said, creating these conditions does require thought, persistence, and some specific beliefs. Here are five mindsets we can adopt that will position our students to thrive.   

Every student needs to feel included and supported. A sense of belonging is a powerful driving force for learning and behavior. Students who feel they are a part of a caring, supportive community are more likely to take learning risks, give their best effort, and persist in the face of setbacks. Students who feel the care and concern of adults in their lives are less likely to persistently act out and resist behavior expectations and guidance. Feeling included and supported sets the stage for engagement and success.  

Every student has the capacity to do better. Some students come to us with a record of high achievement and learning success. Others come with a history of struggle and lack of expected progress. Still, other students bring with them a trail of reasonable effort and moderate success. Regardless of their history, every student has the potential to do better and be better than their current performance indicates. When we approach every student with the mindset that greater success is in their future, good things almost always happen. Students can feel our confidence and expectations. Consequently, we can nudge and encourage students to reach higher and expect more from themselves.  

Students who misbehave still want to succeed. Some students may have experiences that lead them to wonder if success is even possible for them. They may believe that the “system” is not working for them, and they may have good reason to doubt. Still, everyone wants to be successful, even if their definitions and hopes of success vary. We need to resist being misled by the behavior we see. How we see our students drives what we say and what we do in response to them. This can be a challenge, but we must refuse to give up. Our power resides in our refusal to assume that students cannot change. If we remain steadfast in our belief, we will see the results we anticipate. 

I am the person who will make the difference for my students. Each of us can probably think of a teacher, coach, or other adult who had an outsized influence in our lives. These are special people to us, but for the most part, they are just regular people who chose to take an interest, expect more, and push us in ways we might not have expected of ourselves. Yet, their influence can be lifelong. We should not believe this special experience is reserved for someone else. We can be that person for our students. We are the key to making change happen. 

My enthusiasm is contagious. Excitement, curiosity, and wonder are difficult emotions to resist. We might worry that students will think that our energy is lame, and they may not respond. However, if we are sincere, even students who initially may resist and scoff still can be “infected” with our positivity. We need not be hesitant, or even measured, in our enthusiasm. It can ignite learning energy and create momentum. Before long, we can shift from creating energy to managing and guiding it. One thing is certain, a lack of enthusiasm is not what we want students to catch.  

Admittedly, teaching can be frustrating, difficult, and draining. Yet, few other professions offer the opportunity to change lives in such a profound manner. We nurture skills, instill attitudes, build character, spark hope, and form what can be lifelong relationships. We have within our reach the power to free students to thrive.

It has been said that the student who does not believe they can learn is the most difficult student to teach. Learning requires effort, risk, and persistence. This prospect can seem like a heavy lift for students who doubt their abilities, lack confidence, or have not experienced much learning success. In fact, all students are, at some points, likely to wonder about their capability and question their ability to succeed. 

Yet, the presence of hope for success is often the first step in the learning process. It opens the door for students to see the purpose and possibilities associated with learning. Still, it is a factor in learning that we may overlook and take for granted as we prepare to teach.  

When hope is lacking, investing energy and enduring the frustration that can accompany learning can seem like a “bridge too far.” In fact, it can be easier for students to see themselves as incapable and tell themselves that what they are asked to learn is not relevant, useful, or worth the effort. Such self-talk can actually feel better than risking engagement with an activity that may lead to embarrassment and shame.

Obviously, negative self-messaging undermines our efforts and our messages about the importance and value of learning. A well-prepared, focused, professionally prepared lesson is of little value if students are not ready or able to engage in the learning we have planned.  

To be clear, hope is not just voiced optimism or a naïve view of life. Hope is the realization that success is possible with patience, effort, strategy, and persistence. Hope is a key motivator that pushes and pulls people toward their goals. Equally important, students who are hopeful also are more likely to bounce back when they make mistakes and experience setbacks.  

The good news is that hope is a learnable skill. We can teach and nurture it. Here are five actions that can help us to get started.  

Create an emotionally safe learning environment. Students need to feel safe to take risks. They need to be free from the prospect of embarrassment and public criticism. Respect, valuing, and support are crucial elements of an environment in which students feel safe to take risks and learn. Of course, a safe learning environment by itself is not enough, but it is a condition that we need to create to make taking learning risks feel like a reasonable commitment.  

Conduct empathy interviews. The more we understand about students who struggle to gain and sustain hope, the better able we are to reach and teach them in this crucial area. Explore the student’s history with learning, including that which occurs outside of school. Inquire about past challenges they have confronted and overcome to find success. Nudge for details about what they did, how it worked, and how they felt. What we learn from these conversations can provide helpful reminders and levers to instill, nurture, and sustain hope. Finally, assure students that we want them to experience this type of success, and the feelings that accompany it, over and over in our class.  

Give students a sense of control. Hope is closely associated with a sense of control. Helping students to see connections between their efforts and learning outcomes can be crucial to the development of hope. We can start with small things: making choices about activities, what to do first, with whom to work, and so on. Over time, we can expand and build choices to include use of time, learning strategies, and other learning drivers. The goal is to help students gain a sense of agency relative to their learning.  

Coach students to set goals. Goals are tangible elements of hope. Goals create a path to the future. We can help students to break goals into specific, actionable steps so they can see how they can get from where they are to where they want to go. At first, the goals may be modest and short-term, but over time they can build into more challenging and significant learning targets. Initially, students likely will need instruction, coaching, and support. However, we need to be careful to ensure that the goals are owned by the student. If students perceive the goals as ours, we will have lost much of the leverage the goals can provide. 

Encourage students to reflect on and talk about hope. At first, students may be reluctant to discuss this aspect of their learning. To build awareness and comfort, we might start with activities such as writing about or discussing a sentence stem like “Today, I hope…” as a warm-up activity and collect or invite reflections at the end of class. We might share vignettes of people who persisted and prevailed in the face of a challenge because of the power of hope. We can also connect examples of how the power of hope led to solving complex and difficult challenges related to our subject area to make a connection with what students are learning. As students become more comfortable and conscious of the power of hope, we might even have them write a letter to their future selves describing who they hope to become and why. 

We do well to remember that the level of hope in people ebbs and flows. We may see progress one day, followed by a day that will require more attention and reassurance. Experiences and circumstances can impact hope, especially as students are building confidence and growing the power of their hope. We must be patient without giving up. As hope grows, we can be assured that in the face of struggles and setbacks, we will see students bounce back faster and persist longer.

As educators, we always need to be alert to the moods, messages, and mental states of our students. When their behavior shifts from engaged to withdrawn, from talking nonstop to total silence, from carefree to cautious, and so on, we are seeing signs and symptoms of situations that may need our attention. It is important that we not only notice these and other indicators, but that we also take action and respond to them.

However, there are specific occasions when our students particularly need us to have our “radar” up and our alert observation fully engaged. These are times when the emotional states of our students may be signaling that all is not right, and our immediate attention is needed. Let’s examine four of these times when students may need our increased attentiveness.

The first and most frequent times are Fridays, especially Friday afternoons. During the week, students may face a tough evening, with fighting, disruption, and chaos, but they know that in the morning, they will return to school where routine, predictability, and adults who monitor and care for them will be present. The next day may also mean a nourishing breakfast and filling lunch. However, the weekend may mean two days of uncertainty, anger, and violence. It also may mean little to no food and several nights of little sleep. In our classrooms, we need to be especially aware of mood shifts, reluctance to leave, and even angry and disruptive outbursts. Of course, not every student who faces these challenges may show obvious signs. Often, children and young people from families that seem to be healthy and happy are living in something far from it. We need to be careful not to confine our focus exclusively to students who may have a history of or come from families where disruption and chaos are obvious.

A second crucial period of time is those days leading up to extended calendar breaks. Like weekends, breaks in the calendar and extended days away from school can mean loss of routine, extended disruption, little sleep, and not enough food. Additionally, adults in the lives of our students may experience additional pressures and frustration during these times that will make the lives of our students even worse. Increased anxiety, nervousness, anger, and sadness can be signs that students are fearful or dreading the time away and may even need additional support.

A third circumstance emerges when parents may be about to receive bad news concerning their children, such as those days when report cards are sent home, parents have been called in for a conference, or we need to reach out with less-than-positive news. Several studies have shown that when report cards are sent home, especially leading up to weekends or holidays, reports of child abuse go up. Adults in the lives of our students may respond to disappointment and take out frustrations on their children and adolescents by engaging in physical punishment and mental abuse.

Another time when students may experience strong emotions is during days leading up to significant social and school events. Students who have not been invited, are ineligible, or for whatever reason will not be able to participate can find these days filled with shame, embarrassment, and disappointment in being “left out.” While this type of experience may be part of growing up and being human, they also can be painful times when students need our attention. To us, it may feel as though a student is overreacting, and we may find ourselves thinking that they should not be so upset; for the students in these circumstances, however, life can feel unfair and even hopeless.

Of course, noticing that a student is feeling upset or anxious is only the first step. Depending on the situation and emotional trauma the students is experiencing, we have several options to provide support. Here are some actions we can consider once we have assessed the situation:

• We might assure the student that we are paying attention to them and that we care and are willing to listen. Our empathy and support may be enough to help the student gain perspective and face what lies ahead.
• After listening to the student, we may be able to help them develop a plan to find their way through the situation. We might explore some safe and healthy options or identify someone they can contact if they feel unsafe or need a higher level of support.
• We may find that we need to alert someone in the student’s life to monitor and engage in the situation. Sometimes a relative or other connected adult can be the person to provide the support and assistance needed.
• Sadly, there also are times when we need to alert someone with the skills and authority to intervene. We may feel reluctant, not wanting to potentially overreact before something happens, but we also have a responsibility to do what we can to be certain that students will be safe.

The lives of our students are frequently complicated and challenging. Some of what they experience is a normal part of growing up, and we may need to help them to build skills and strategies to cope and grow. In other circumstances, we may need to lean in, provide our support, or connect them with resources that can protect them and keep them safe. Regardless, our entry point is our attention and concern. Our students need us to watch over and care about them; what we notice, what action we take, and what support we give can make a world of difference.