The Master Teacher Blog

We may think that students should come to us with an inherent understanding of our commitment to them and their success. After all, we chose this profession to make a difference in the lives of learners. However, our students may have experiences and perceptions that lead them to doubt our investment, or at least be unclear about what to expect, as they begin a new year with us. 

As we begin the school year, now is a good time to share with students our commitments and assure them that they can rely on us to ensure their success. Our choice to be direct with students about our commitment to them and their learning is also an expression of our professional confidence and competence to be able to support their success. Further, when we share our commitment to our students, we also solidify our commitment to ourselves.  

But what can we say to give students confidence and reassurance that they can be successful—and that we will be there to support and guide them? Here are five statements that communicate what we are committed to offer and what they can expect from us.   

I am committed to: 

• having you feel that you belong here. You are a member of this class. You do not have to prove yourself, and you do not have to pretend to be someone you are not. You are accepted and valued as you are. I will strive to plan learning activities that meet your needs, tap your interests, and build your skills.   

• your success. My goal is to help you not only believe in yourself and your potential, but also to commit to doing your best. Together we will figure out what we need to do to make your success possible. I have lots of experience and loads of ideas and strategies to share. I will be ready to support you when you need me. With us working together, I am confident that you will succeed.   
• helping you discover and develop your talents. You may know what your talents are, or you may not. You may not even be convinced that you have something special within you, but you do. Of this I am confident. We will launch this search together. I know that we will succeed. 
• not give up on you. You will struggle at times. You may even be tempted to give up on yourself, but I will nudge, budge, and badger you because I know that you can do it. The fact is that I cannot succeed unless you do. We are in this work together, and I want you to succeed. I may not always approve of your choices and behavior, but I will always value and believe in your potential to grow, learn, and become a better person, learner, and choice-maker.  
• making every day an opportunity to begin fresh. We will have difficult days. We may struggle. However, when we return each day, we can have it be a new start, and together, we can make it a better day than the one before it. 

You may have additional commitments you want to share with your students. Please add them to those on this list that resonate with you. What is most important is that our students know what to expect from us and that they experience, firsthand, the power of our commitment to them.

One of the persistent questions students ask themselves is whether they are in a class wherein they are treated fairly and equitably. They watch for signals that we notice and care about them, and they monitor our interactions with other students to see if they detect a special relationship and treatment.  

We may believe students should not worry about such things in our class, as we know that we are committed to fairness and the avoidance of favoritism. Yet, what matters more than that is what our students perceive and think. For many students, how they perceive us determines whether they will invest in their learning with us, follow our leadership, and respond to our expectations. A climate of value, respect, and fairness will influence how successful and satisfying this year will be. 

So, how can we avoid the reality and dispel the perceptions of favoritism with our students? A good place to start is by recognizing when and where favoritism can surface—and what we can do to counter it. Here are eight of these counteractions to consider. 

#1: Address the issue of favoritism openly and directly. Sharing our intentions to have everyone feel valued and supported will dispel many concerns and provide reassurance. This action also sets expectations for a climate of fairness and even-handedness. We might also explain that there will be times when not everyone will be treated the exact same, and when that happens, there will be a good reason for it; to borrow a medical analogy, we would not treat a bruise the same as a break, or a minor scrape the same as a deeper cut. This could then lend itself to a conversation about equality versus equitability.  

#2: Pay attention to seating assignments and arrangements. If we assign seats, we need to avoid having some students, such as those who are quick to volunteer and show enthusiasm, consistently placed in the “magic T” (the seats across the front of the room and down the middle). Multiple research studies show that students placed in these seats tend to receive more of the teacher’s attention and interactions. Meanwhile, students along the sides and in the rear corners are more likely to be overlooked and ignored.  

#3: Monitor participation in discussions. We need to be careful to avoid relying on certain students for participation, such as those who are quick to raise their hands and respond. Some students simply need more time to think before they are ready to offer a response. We also need to be aware of how we react when students give incorrect or weak answers. Showing impatience, frustration, or disinterest and quickly moving on to another student can easily be read as lack of value and respect.  

#4: Distribute special activities, assignments, and duties equitably. Students, especially in the early grades, enjoy opportunities to lead and serve in the classroom. They appreciate the attention and recognition that goes along with distributing materials, greeting guests, leading the class to lunch, and performing other daily activities and routines. While there are times when certain students need extra attention and responsibility, we need to be careful to distribute these assignments beyond a select group of students.  

#5: Be consistent in expectations. Students can be quick to pick up on any inconsistencies in the behaviors we accept and address. Do some students seem to “get away” with behaviors that are called out for other students? Students also notice if some of their classmates seem to receive higher grades for work that is similar in depth and quality to that of their peers. Of course, there are times and circumstances when we may need to, even temporarily, adjust our expectations and be especially flexible in how we treat behaviors and assignments. However, we need to guard against practices and patterns that send a message that some students matter more than others.  

#6: Monitor nonverbal behaviors and signals. Students are especially attuned to our nonverbal communication. Tone of voice can be just as important and powerful as the actual words we choose. Additionally, facial expressions can communicate much about our thinking and intentions. Even the hand signals we use to encourage, discourage, and reinforce behaviors are read as expressions of our feelings and intentions. 

#7: Work to develop a relationship with each student. Brief personal conversations, encouraging reminders, questions about life outside of class, and other similar expressions of interest and value can make a world of difference. Of course, it is easier to form strong relationships with some students than with others, but every student deserves our attention, interest, and support. We might even keep a log of our interactions with individual students to monitor whether we are giving all students the time and focus we intend.  

#8: Practice self-reflection. We may assume that we are treating all students equitably, but unless we take the time to truly examine our behavior, we risk being perceived differently than we intend. We might invite a colleague to observe us as we teach and watch for signs of favoritism or preference. We could give students opportunities for feedback through confidential, anonymous surveys. Of course, we can also monitor student comments and behaviors; if students feel that our treatment is unfair, they are likely to communicate their thoughts and perceptions to each other—and sometimes even to us. 

Our goal should be to have every student believe they are our favorite. When all students experience our interest, concern, and empathy, and when they feel our commitment to and belief in them, that goal is within reach.  

How we think about the work we do matters. Our beliefs, attitudes, and thinking frames have an impact on the goals we set, the instructional approaches we choose, and the learning our students experience. We can plan based on what we want and intend to do, or we can begin with where our students are and what they need. We can demand compliance or invite commitment. We can manage behavior or nurture responsibility.

This is a good time to reflect on how we engage our students, what outcomes our approaches are most likely to generate, and how we might adjust our strategies and techniques to stimulate imaginations, stir passion, and maximize learning. Here are five questions we can use to guide our reflection and determine if and where we need to adjust.

First, do I seek to delight or inspire? At first, these two goals may seem to be one and the same. However, on closer examination, we see that when we seek to delight students, while they may have a positive experience, little emotion remains beyond the moment. When we seek to inspire, on the other hand, students are more likely to experience a connection with the content, concept, or opportunity to which we introduce them. We open the door for students to own the experience and choose to learn more, experience passion, and act. When we seek to delight, the experience is contained in the moment. When we seek to inspire, we invite connection, reflection, and commitment that may last a week—or a lifetime.

Second, do my expectations irritate or agitate? Again, we may initially see these two terms as very similar. However, irritation typically results from pressing our interests and commitment upon students and their actions. People naturally resist when they feel pressure from someone else about something that holds little interest to them. Agitation, on the other hand, is nudging others to engage and act on something that is of interest to them or in their best interest. When we agitate—the definition in this context meaning to stir and cause to move—we nudge students to be all that they can be. We ask them to be true to themselves. Whereas irritation is a reaction to our agenda, agitation comes from our challenging students to be, do, and accomplish what is of interest and importance to them. 

Third, do I give advice or offer feedback? When we offer feedback, we provide clear, timely, actionable, non-judgmental, specific information to students relative to a learning attempt, creative effort, or work product. Our goal is to help students grasp how their actions relate to goals or outcomes and support them to see the next step to move their learning forward. When we give advice, we are more likely to speak within our frame of reference and draw on our experiences. While what we have to offer may have significant merit, students are more likely to resist and ignore our words, believing that what worked for us may not be as useful to them. Typically, sharing advice rather than offering feedback is only effective for the most highly confident, competent, and committed learners.

Fourth, do I seek compliance or commitment? Most of us experienced school as a highly structured, compliance-based institution. Most important decisions were made by adults and shared with students as expectations for their behavior. Most sanctions and rewards were based on whether students complied with adult rules, expectations, and structures. However, we know that the most powerful learning is driven by commitment and purpose. Learning driven by compliance is typically only as deep as required and retained only until it is assessed. Tapping purpose, nurturing commitment, and supporting students in order to extend their learning beyond the required curriculum can be an experience that is as transformative as it is rewarding.

Fifth, do I rely on punishment or discipline? Again, we may confuse these two concepts in pursuit of acceptable behavior. Punishment is assigning consequences intended to be unpleasant enough that students will not repeat the unacceptable behavior. The hope is that students will be reluctant to engage in future behaviors that will lead to the pain, embarrassment, or shame designed by punishment. While this approach works best with students who already want to please adults and typically do not engage in unacceptable behavior, it is largely ineffective with students who do not have strong relationships, who may seek attention, or who otherwise are not afraid of consequences. Conversely, discipline focuses on helping students to see how and why their behavior is unacceptable, develop strategies and options to achieve what they seek through acceptable means, and build self-regulating skills to manage their behavior. Punishment is about consequences while discipline is about learning.  

Convincing students to commit to their learning, become the best they can be, and take responsibility for their behavior is not an easy challenge. Students come to us with a variety of experiences in life and learning. Some students respond enthusiastically to opportunities to co-lead their learning, while others require time and patience. Regardless, when we give students the gifts of owning their learning, committing to their success, and developing their full capacity to engage the world, we give them gifts for life.

The beginning of a new year is a special time. We are all given a new start, educators and students alike. We can let go of the missed opportunities, missteps, and disappointments of the past and begin anew. At the same time, we cannot count on last year’s successes to carry us through the new year. What lies ahead is what we will create. 

Still, it is not as though what we know and have learned has no value. In fact, our experience, our reflections, and our insights can help us to set the stage for an exceptional year. The key is to step back far enough to see patterns and capture insights that will help us in the new year, with a new group of students.  

We might think of these broad learnings as beliefs or insights that are guided by wisdom and experience. Even though our students may be new to us, we are not new to teaching and nurturing learning. We may even have already identified several of these experience-informed insights as we reflected during the summer months. Here are six experience-tested beliefs that may overlap with or add to our list of reflections. 

My students are capable of learning what I am going to teach. Our confidence in our students often plays a significant role in determining whether they will be successful. Students can feel our confidence in them—or lack thereof. When we believe students will succeed, we are more patient, more persistent, more likely to coach, and more supportive of their efforts. Meanwhile, students can often solve problems and find solutions without depending on our hints and answers, if we give them space, time, and tools, and express our confidence in them.  

My students want to be successful and will give their best, if they see they can succeed. We need to help students see a path to success. To accomplish this, we can help them to set realistic, reachable goals, and we can break complex content into small bites and provide scaffolding support for their learning. Learning momentum grows when students see progress and gain confidence in their skills and abilities.  

My students do better when I coach them to focus on the learning process rather than become preoccupied with the product. In learning, much like in other endeavors, ultimate success is the result of good processes and persistence. When we and our students focus too heavily on the outcome of their efforts, they can miss steps and lessons that are crucial to their learning. They can default to bad habits and search for shortcuts that may result in higher grades, but less true learning.  

My students do best when they talk more, and I talk less. Multiple research studies have shown that teachers typically talk between 70% and 80% of the time students are in class. The urge to speak is understandable, as we have much to share with our students. Yet, listening is not the sole driver of learning. Learning happens when students reflect, examine, discuss, and apply what they are absorbing. There is an old axiom that holds much truth: The person who works (or, in this case, talks) the most does most of the learning.    

If my students are not finding success, I need to adjust my approach and strategies until they do. We might hope that time and repetition will lead to learning success. However, when students encounter difficult learning challenges, they need us to find new approaches, employ different strategies, and build a path to success. In the teaching and learning relationship, we need to be the primary adjustor.  

My students have much they can teach me if I am willing to listen and observe. Our students can sometimes seem like mysteries to be solved. What we think will work doesn’t always deliver. Last year’s students may have responded to an activity that this year’s students find unhelpful. We can make a myriad of assumptions about our students and their learning, but unless we really listen and carefully observe what they say and do, we risk being wrong far too often.  

Teaching can, at times, feel chaotic and disconnected. However, when we step back and consider our experience and what is happening, we often can see patterns and discover insights that help us to navigate many of the challenges we face. While we will not always discover specific answers, we will likely see clues to consider and options to develop that will carry us through.

Even today, some people argue that teachers don’t have to build strong connections with students in order to teach them. However, experience and a growing body of research point to the importance and impact of teacher-student relationships as a driving force for learning, especially for students who otherwise struggle in school. The fact is that learning does not happen for many students without positive relationships with their teachers.  

We know that when teachers take time to listen, show interest, and develop strong, positive relationships with students, the payoff can be seen in increased student engagement, improved behavior, and elevated academic performance. We also know that for students who often struggle, have difficulty fitting in, or otherwise find school to be a challenge, a strong relationship with even one teacher can make a significant difference in those students’ school attendance, sense of belonging, and feelings of hope. Strong relationships with students can also lead to greater levels of satisfaction and lessened levels of stress and anxiety for teachers.  

Yet, beyond these obvious benefits of strong student-teacher relationships lie benefits that often go unobserved, despite the impact they can have on students and teachers alike. Here are five of these benefits worth noting.  

First, strong student-teacher relationships can lead to decreased aggression and oppositional behaviors for as long as four years. A 2016 study reported that strong relationships have even been shown to be as effective as anti-bullying initiatives. 

Second, strong positive relationships with teachers can improve students’ health even into adulthood. A 2020 study published by the American Psychological Association found that participants who had strong relationships with their teachers in middle and high school experienced better health into their mid-20s. Interestingly, however, strong relationships with peers did not lead to the same results.

Third, students with influential teacher relationships are more likely to enroll in college. A study conducted by researchers at Harvard and the University of Virginia found that students who experienced strong, positive relationships with a high school teacher, counselor, or coach were nearly 10 percent more likely to enroll in college than a matched sample of peers.

Fourth, when teachers have strong relationships with students, their relationships with parents are typically better and more productive. Levels of trust tend to be higher, which makes parent conferences more productive, and even calls home with less-than-positive news are better received when parents know that we care about and have a strong relationship with their child.

Fifth, a recent study at the University of Missouri found that teachers who have positive relationships with their students tend to use more complex, high-impact instructional practices. They are more likely to take risks associated with challenging instructional practices and generate improved student achievement. The study noted that these practices also lead to increased professional success and satisfaction.

We know that having positive relationships with students can make our work each day easier and more satisfying, but they also create a better environment within which students can learn. Surprisingly, these relationships have significant staying power and can impact students’ lives long after they leave us. Without question, they are more than worth the effort.

The cruise control setting on our automobiles offers several benefits. We can set a specific speed and maintain it for extended time, and as a result, we can avoid inadvertently speeding up or slowing down, thus needlessly wasting fuel. Additionally, we can give our foot a rest from constantly pressing on the accelerator. In short, cruise control allows us to maintain a consistent pace without constant attention and adjustment.  

However, cruise control also presents challenges and potential dangers of which we need to remain aware. We can approach road hazards without full attention and anticipation of adaptation. Cruise control does not adjust for curves, intersections, accidents, roadway hazards, or construction zones. For that reason, we need to be attentive and ready to take control well in advance of these highway features and exercise our judgment and skills in order to navigate safely.  

There are times during our careers when we can find ourselves approaching our work as though we are on “cruise control.” Recurring schedules, daily routines, static curriculum, years of experience at the same grade level or teaching the same courses, and other elements of teaching can feel as though one week leads to the next—the same can be said with one quarter, trimester, or semester—to the end of the year at a predetermined pace on an often-repeated path. We set a standard pace to be regularly maintained. We may even use the same lesson plans, handouts, worksheets, and practice activities as previous years.  

Yet, when we place our teaching on cruise control, we risk ignoring and sacrificing important opportunities and elements of the process that can be among the most rewarding aspects of our work. We can also find ourselves in trouble if we fail to recognize the signs and symptoms of what lies ahead. Let’s examine five of the most common dangers we are likely to encounter if we allow our teaching to be on cruise control.  

We can come upon rough spots in the road that demand attention and adjustment before we are aware and prepared. A student who normally is engaged and well-behaved begins to slip; the level of disrespect grows subtly until we realize that it may soon get out of hand. Failing to be fully engaged can leave us reacting to challenges rather than anticipating and adjusting.  

We may not see the upcoming “curve” that will require us to adjust our speed. This year’s students may not have the same characteristics and needs of last year’s students, or the previous year’s lot. We need to be careful not to blame them any more than we would blame the curve in the road. We are the ones who must adjust our speed and respond to changing conditions.  

Our focus on pace can lead us to miss opportunities for creativity, see ways of exploiting the unexpected, and bypass teachable moments. Meanwhile, we can neglect to slow down, give attention, and provide support when students begin to struggle—and before they are too far behind. 

We may speed past timely “rest areas,” where a brief pause and time to stretch, reflect, and refresh are needed. Rest areas on highways are strategically placed to provide rest and respite in a timely manner. We, too, need to keep in mind that learning is challenging, and periodic breaks and opportunities to recalibrate and refresh are important to our students’ ability to remain focused and continue to learn.  

Our default to cruise control can also leave us feeling detached and stale. We risk not experiencing the full measure of our relationships with students and the surprises, delights, and inspirational moments that can unexpectedly present themselves. Over time, leaving our teaching on cruise control can lead to feeling a lack of satisfaction and forgoing a sense of accomplishment.  

Teaching is a demanding profession that can be frustrating and exhausting. It also offers unique opportunities to engage students in experiences of wonder, inspiration, and possibility. As tempting as it might be to occasionally place our teaching on “cruise control” and relax, we risk not being ready when our students need us most and missing the most important and rewarding elements of our work.  

It is hard not to be amazed by what artificial intelligence (AI) can and promises to do. We wonder how much AI will change the ways in which we engage students and support their learning. It seems clear that there will be new opportunities and unexpected challenges as we adjust to this new reality.

However, we need to remember that many of the most important influences we have on students cannot be duplicated by AI—because they are uniquely human. Their power resides in the relationships we build with students, and our relationships with students are among the most powerful influences on students’ choices related to their learning.

Consider that each day we reach out to students to discern their mood, learn what is happening in their lives, and understand how their emotional state may influence their behavior and probable success in upcoming lessons. Here are five of those routine behaviors and the important implications they hold for students and their success.

First, we welcome students at the door with a smile, and we check out their emotional state. Initial contact between students and teachers sets the stage for the learning experience designed for the day. Eye contact and other nonverbal cues can tell us when students will need more attention, some additional space, or have exciting news and experiences they want—and need— to share.

Second, we offer a wink, frown, or raised eyebrow to connect and encourage. We possess a variety of communication tools beyond words. In fact, among the most effective tools for managing the classroom are nonverbal signals, facial expressions, and “looks.” When teachers know their students, they can anticipate what students are likely to do next, “nudge” their behavior, and prevent a variety of behaviors that otherwise might necessitate intervention or redirection.

Third, we offer high-fives and fist-bumps to celebrate or a pat on the arm to comfort and reassure. Physical contact can be a powerful communication tool. Celebrating with students in a moment of success and triumph can reinforce the experience and create a lasting memory. Reassurance and encouragement can also be powerfully communicated by a gentle touch. Of course, physical contact requires sensitivity and thoughtfulness. However, it remains an important way to communicate caring, support, and confidence.

Fourth, we look over a shoulder or stand next to a desk to refocus attention and discourage distractions. Physical proximity can have a significant influence on student behavior. Experienced and insightful teachers for generations have known that moving close to a student can be a reminder of the task at hand and lead to engagement in expected behavior. This move can influence students to shift their behavior or attitude without having to say a word.

Fifth, we send students off with a personalized comment or words of encouragement to carry them through the day or evening. During the time we spend with students, we often learn much about what may be on students’ minds, what may be worrying them, and what they may be looking forward to during the remainder of their day. This information positions us to provide students with specific reassurance, support, and encouragement as they move to their next challenge or experience.

We need to be open and ready to learn how AI can support our work with students. However, we would also do well to remember the power of our connections with students, how we build relationships with them, and how influential we are in nurturing their well-being and success.

We’ve been concerned about students who engage in physical self-harm for some time. The behavior isn’t new, but it’s expanding in a particularly concerning direction. Over the past few years, researchers have documented an increasing number of cases in which students are engaging in a new form of self-harm: digital self-harm.

As the name implies, students use technology to harm themselves. These young people often establish “ghost” accounts and use them to post mean and hurtful comments about themselves. Like physical self-harm, students report making the posts to cope with pain, gain attention, and blunt the pain of comments they anticipate coming from other adolescents. The messages often serve as invitations for other students to respond with additional negative and disparaging comments.

Several studies show that the number of adolescents engaging in these self-harming behaviors is growing in the aftermath of the pandemic. Estimates are that as many as 10 percent of adolescents have posted something negative or mean about themselves online. Meanwhile, there are statistically significant correlations between students who engage in digital self-harm and other adolescent challenges, including sexual orientation, depression, eating disorders, substance abuse, and in-person and cyber-bullying.

There also appears to be a high correlation between young people who engage in digital self-harm and suicidal thoughts and attempts. Recent research published in the journal Child and Adolescent Mental Health documented that young people who engage in digital self-harm are up to 15 times more likely to attempt suicide than the general adolescent population. For LGBTQ young people, the correlation and associated incidents are even higher.

Of course, physical self-harming behaviors can have serious health consequences in addition to the emotional and psychological pain students experience. While digital self-harming presents less physical evidence, it shouldn’t be treated any less seriously. Regardless of the form of self-harming, the behavior is typically reflective of intense pain and feelings of not being able to cope and can lead to even more destructive behaviors.

The complexity of this behavior also means we must proceed cautiously when dealing with what appears to be cyber-bullying. In some cases, what may appear to be bullying originating from other students may come from the student who appears to be a victim. Understanding the full nature of the situation is important before deciding how to proceed.

Identifying students who may be engaging in digital self-harming is more challenging than identifying those who engage in physical self-harming behaviors alone. There may be little physical evidence, and presence of the behavior may be discovered only in connection with other behaviors and conflicts.

Nevertheless, we can monitor warning signs and symptoms. Of course, the causes behind digital self-harm significantly overlap with physical self-harming behaviors. Among the signs to monitor are:

Self-harming history

Significant depression

Low self-esteem

Struggles with sexual identity

High levels of stress

Significant anxiety

Extreme attention-seeking

Substance abuse

Eating disorders

Traumatic experiences

Research to fully understand the causes and best approaches for dealing with digital self-harm is ongoing. In the meantime, we need to be aware of its existence and be ready to help, support, and refer young people who choose to deal with their pain and distress in this manner.