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We Create the Atmosphere Students Experience: Six Ways to Make It Great

We may not think much about the attitude or demeanor we bring to the classroom and share with our students every day. We might assume that the instructional strategies we employ and the materials we use are what matter most. Or we may think that our students’ dispositions and their readiness to learn are what will determine whether the day will be successful. We might even assume that how challenging the lesson objective is will determine its outcome.

It goes without saying that instructional strategies and support materials are important, that student readiness to learn matters, and that what students are learning can make a difference. However, these factors can be quickly and heavily eclipsed by the attitudes we ourselves present with and to our students every day. The unseen but pervasive atmosphere in our classroom on most days is formed by the mood and tone we project. For students who struggle, the influence of how we present how we feel about the day—and them—can have an outsized impact.

When we are grumpy, students pull back and may even become grumpy, too, in response. When we are angry or depressed, students might search for the reason and/or keep their distance. When we do not feel good about what we are doing, students pick up on it and may worry that it is in some way connected to them.

On the other hand, when our attitude projects caring, support, confidence, and persistence, all the other factors that can impact success become contributing rather than determinative. Let’s examine six key attitudes that can have an outsized influence on the success of our students—and by extension, us.

Patience supported by belief in potential. High expectations rest on an understanding that our students have the potential to improve, perform, and succeed. We may need to adjust the pace or moderate our approach, but when students feel that we believe in them and their ability to succeed, they are more likely to take learning risks and persist until they are successful.

Readiness to adapt and be flexible. We cannot accurately predict what the day will bring. We may plan meticulously only to face an unexpected interruption, encounter an unanticipated barrier, or experience the malfunction of a key tool or piece of equipment. Our willingness to shift, modify, or even abandon what we planned without undue complaint can reassure students that we know what we are doing and will not be deterred in our commitment to support their learning.

Empathy and emotional support. Students want to know that we care about them and value what matters to them. An attitude of listening and caring can have a lifelong impact for a student who is struggling or may be facing a significant life challenge. Taking the stance that our students are people first can make a big difference.

Valuing effort and progress. Not every student will immediately grasp a new concept or quickly master a new skill. Learning can take many paths, and students often begin their learning journeys in different places. Of course, we need to be concerned about outcomes, but the greatest value in the learning we foster is found in teaching our students how to learn. Helping students to find the best strategies, coaching the best type of effort to give, and supporting the progress they are making can have a much greater impact than a pat on the back for earning a good grade.

Passion for teaching and learning. Our students are perceptive, and they can feel when we want them to be inspired by what they are learning and curious about what more they might learn. Our excitement when they overcome a challenge or achieve a learning victory can send a powerful message about why we choose to teach and how we feel about them and their learning.

Consistency and fairness. Students want to know that we will treat them and their classmates equitably regardless of who they are or what their learning history is. Being consistent when enforcing rules and fair when students misstep can build trust and create a sense of security. When students know what we expect and trust that they will be treated fairly, they are more likely to engage in challenging work and listen to our guidance and advice.

When students feel a sense of optimism, patience, possibility, and empathy from us, we set the stage for success. We may make a mistake, students may struggle, and many things might go wrong, yet learning will still grow, students will still feel connected and cared for, and we can still have a successful day.

Five Student Misconceptions About Learning and Intelligence

In Your Corner, Student Learning

January 09, 2025

Five Student Misconceptions About Learning and Intelligence

What students believe about themselves and their learning matters. When students make unfounded negative assumptions about their potential, they are likely to give up quickly in the face of struggle, if they are even willing to try. When students assume that the lack of immediate success signals a lack of ability, they risk losing motivation and waning commitment.

Learning is challenging enough. We should not have students fighting myths and misconceptions about learning that introduce doubts and make the work even more difficult. When we suspect that students are misinformed, are making unfounded assumptions, or hold misconceptions related to their capacity to learn, we need to act. Here are five common misconceptions about intelligence, studying, memory, assessment, and struggle that we need to dispel.

If you do not recall information or skills learned earlier, you did not learn them. Learning and memory are related, but they are not the same. It is possible to learn and be able to demonstrate a concept or skill and not recall much about it later. The fact is that something was learned, but forgetting is less a reflection on the learning and more on how it was stored in memory. Forgetting information and skills is common when they are not reinforced or used frequently. Known as the forgetting curve, what we learn is easily forgotten unless we review, apply, and retrieve it frequently.

If you struggle to learn something, you will never be good at it. While each of us has specific areas of interest and finds some things easier to learn than others, research studies show that we can learn almost anything if we use effective strategies, engage in repeated attempts, seek and accept feedback, and persist. Interestingly, the same research studies have found that people vary less in the rate at which they learn than most people think. The difference is found in what people already know and are interested in when they begin the learning process.

Studying more means that you will learn more. In fact, how long students study is less predictive of what they learn than how they study. When studying, the quality of the strategies students use matters more than how long they spend doing it. As examples, self-quizzing is more effective than highlighting, reading and explaining what was read is more effective than reading the same content multiple times, and spacing study sessions over time is more effective than long, concentrated study sessions.

Test scores are complete and accurate measures of learning. Tests, by definition, can only evaluate certain things. The number and type of questions asked, the way questions are framed, and the scope of content and skills assessed are just a few of the evaluation elements that can influence how completely learning is captured. Some students do best when questions are specific and draw heavily on memorized content, while other students excel when they can demonstrate, explain, or teach what they have learned. Few tests can measure the full scope of learning. Consequently, excessive dependence on test scores as the sole measure of learning should be avoided.

If you do not do well in school, you are not smart. There are many reasons why students may struggle in an academic environment that are not necessarily reflections of intelligence. School performance can be influenced by numerous factors, including motivation, personal interests, time management, academic background knowledge, and emotional and psychological maturity. Consider the number of people who do not do well in school but later find exceptional success in business and other aspects of life. The key is to find learning strategies that work and allow intellectual abilities to show through.

Myths and misconceptions can exert powerful influences on how students see themselves and the concept of learning. What students believe affects the level of motivation they feel, their willingness to persist when they struggle, and even how they see themselves as learners and people. We need to do all that we can to help students develop an informed and accurate picture of what it means to learn and how they can find learning success.

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