The Master Teacher Blog

Despite how positive and optimistic we seek to be, we can find ourselves pulled down by having to listen to what feel like chronic complainers. Regardless of the situation, some people always seem to find something to complain about. They may even appear to be addicted to complaining. Sound familiar? For these people, nothing ever seems good enough, they are quick to find problems, and they often ignore what seem like obvious solutions.

Of course, some complaints are legitimate and deserve consideration and action. We need to be careful to avoid assuming that a complaint coming from a frequent complainer is not worthy and deserving of attention. In these cases, we need to be ready to listen and consider their complaint with an open mind and give it legitimate attention.

However, responding effectively and productively to chronic complainers is not always simple. We hear lots of advice, but it is often contradictory. Some people advise using humor, while others counsel to avoid making light of or discounting concerns. Some suggest pointing out the good things in the complainer’s life or situation, but others counter that with caution to avoid appearing to minimize the significance of the concern. Still others suggest drawing attention to the frequency with which the person complains, but others offer the counter-advice of recognizing that the current complaint may be legitimate.

The best approach, of course, is to consider the complainer and complaints within context. Choosing how to respond depends on what we know about the complainer and complaint, our relationship to the complainer, and the power we may have to do something about the situation. Each of these factors can play a role in the strategy we choose for responding and the results we hope to achieve.

Fortunately, there is a five-step approach to engaging with chronic complainers around which there is broad agreement:

1. We can listen for the need. Complaints can be intended to meet a variety of needs. As we listen, we might ask ourselves: What is driving this complaint? Is the complainer seeking attention? Does the complainer want recognition or to be taken seriously? Or is the complainer looking for a solution and the support to implement it? Understanding what is driving a complaint can provide the insight we need to respond effectively.
2. We need to empathize and acknowledge the concern. We may not agree with the substance of the complaint, but we can recognize how the complainer sees the situation and empathize with how they might feel as a result. Arguing rarely moves the conversation forward or leads to resolution.
3. We can ask what they see as a good solution. We may find that the complainer offers a useful answer to move the situation forward. If we assume that what we are about to hear is just another complaint, we risk missing what could be an important issue to be resolved. If we hear a promising solution, we might ask what the complainer sees as some initial steps toward resolution.
4. If the complainer seems stuck on the complaint, we might nudge the conversation toward solutions and shifting their perspective. We might ask if there is another way to look at the situation. Or we might inquire about what they have tried and what else they have considered.
5. If the conversation seems not to be moving forward, we might ask, “Do you want my advice?” If the complainer is genuinely stuck, they are likely to be open to hear what we might offer. We might suggest some initial steps, share some ideas about who would be able to do something about their complaint, or we might suggest some additional options for them to consider.

The complainer may choose to do nothing to resolve their complaint, but they will have been assured that their concern was heard and taken seriously. Meanwhile, we will have modeled a process that positions the complainer to take responsibility for finding a solution, not just identifying and voicing a complaint.

Many people have the perception that today’s youth are not mentally tough. Some argue that young people have been too protected and, as a result, have not developed adequate skills to deal with adversity. Others point to the disruption and confusion of the past decade and uncertainty of the future as delaying and distracting students from developing effective coping strategies and skills. Still others blame social media and an expectation for immediate gratification. Regardless, it seems that today’s students are more emotionally vulnerable and externally dependent than past generations, and they find it more challenging to deal with life.

Regardless of whether this perception is correct, mental toughness is an important life skill. Helping students to become more resilient and better able to engage in life’s challenges is a worthy endeavor. We need to understand the characteristics of mental toughness in order to nurture it.

To be clear, mental toughness is not about acting tough, denying emotions, or being unkind. Mental toughness involves developing resilience, courage, and confidence to take smart risks, learn from mistakes, and press forward after setbacks. Here are ten ways we can help students to develop mental toughness:

• Reinforce the importance of using effort, strategy, and persistence to overcome challenges. Coach students to experience the benefits of sticking with significant conflicts and problems until they find solutions.
• Give students opportunities to practice solving problems independently. Present dilemmas and situations for students to study, deliberate on, and test strategies for solving before providing answers. Allowing students to struggle gives them more ownership and often generates greater commitment to learning.
• Teach students to set goals. Follow up by coaching them to define discrete steps, establish progress benchmarks, monitor their progress, and celebrate their success.
• Coach students to reflect, examine, and re-engage after successes—and setbacks. The process can help students to understand their strengths and areas in need of improvement.
• Have students practice positive self-talk. Identify useful, meaningful affirmations. Coach students to recognize unhelpful and negative thinking and replace it with positive, productive perspectives. Encourage students to avoid self-deprecation and defeatist thinking.
• Teach students to accept, sort, and learn from feedback. While among the most powerful ways to build new learning and skills, feedback can be difficult to accept. Coach students to listen closely to feedback, examine how they can use it, and apply what is useful as soon as it’s practical.
• Discourage “either/or” thinking. Coach students to examine positions, perspectives, and problems to see variations, variables, and values that contain elements of potential agreement—or at least understanding. There is much that is valuable and worth examining between “all” and “nothing,” “perfect” and “horrible,” and “good” and “evil.”
• Nurture character. Character building does not have to be controversial. There is near-universal agreement on core traits such as honesty, responsibility, empathy, compassion, and fairness.
• Teach and have students practice focusing. Point out that focusing typically involves making thinking connections and resisting mental distractions. Challenge students to engage in deep and extended concentration. Encourage them to set goals to gradually extend the length of their focus.
• Reinforce the value of gratitude. Despite life’s disappointments and frustrations, there almost always remains much for which to be thankful. Developing the practice of noticing what is good in life and celebrating what is positive can help to balance missteps and setbacks with hope and optimism.

Mental toughness is a key skill to generate success in this changing world. Depending on the age and maturity of your students, not all these strategies to help your students develop mental toughness may fit. Feel free to sort and adjust the steps you will take based on what you know about your students. The key is to expose students to challenges, setbacks, and disappointments in a setting that is safe, supportive, and nurturing.

It’s that time of year again. The beginning of the school year and its novelty have faded into the past. We have established routines and found a rhythm in our work with students and colleagues. Meanwhile, the hours of daylight are dropping off, the trees are turning colors or shedding leaves, and the temperature is moderating for many of us. It is a beautiful time of year, but it can also be a time when we are most vulnerable to finding ourselves in a seasonal slump or fall funk.

We are in the limbo-like period between the excitement of getting the school year started and the anticipation of the holidays and other annual events, breaks, and benchmarks. We might find ourselves viewing this time as one to simply get through. Yet, this month does not have to coincide with a funk. There are steps and strategies we can employ to shift our perspective, renew our energy, and make this a season to appreciate. Consider these five actions.

Get (re)organized. Prior to starting the new year, most of us spent considerable time organizing space and materials. We made plans and created outlines for the coming weeks. However, as those weeks have passed, some of the organizational work may have served its purpose and now needs attention. Things that have places may no longer be in them. The planning may have served us well at the time, but now new plans and priorities need consideration. As a result, we can feel distracted, uncertain, and even lost. Taking some time to reorganize our space, reprioritize our work, and refresh our plans can reestablish a sense of control and renew our confidence that “I’ve got this.”

Manage time and energy. Each of us has the same amount of time in a day. Consequently, our decisions about how to use our time matters. Yet, how productive we are is not just a matter of time spent. In fact, productivity is more dependent on what we accomplish than on the time we spend accomplishing it. Now is a good time to think about when our energy is at its peak. For some, early morning is best. For others, midday, afternoon, or even later in the evening is when they are most productive. Obviously, daily schedules and commitments limit the flexibility we may have to match our energy with the tasks we need to accomplish. Still, this is a good time to reflect on how to best match our energy peaks and our work to maximize results in the time we have available to invest.

Find time to disconnect. Leading and teaching can leave us feeling as though we are always “on.” It can be a challenge to find downtime, create mental separation, and step back. Yet, like the instructions flight attendants give to adults to put on their oxygen masks first, we need to take care of ourselves if we hope to take care of others. This is a good time to establish routines each week—or each day if you can—to step away from email, “detox” from social media, and silence the phone for a while. We might take a walk, work out, enjoy a movie, or even take a nap. Allowing the world to pass by for a while and give our mind a rest can help to restore our energy, refocus our attitude, and refresh our hope.

Prioritize positive peers. The truth is that our attitude and energy are heavily influenced by those with whom we spend the most time. Attitudes and outlooks are contagious. While we may need to reach out and support a colleague who is struggling or needs encouragement, we also need to prioritize time with friends and colleagues who lift our spirits and energize us. We might choose to stay away from places where people go to complain. We can reach out to colleagues with can-do attitudes to help us sort out challenges and find solutions to problems we face. A new idea, creative perspective, or new insight can give us a powerful boost.

Be present. At the front end of a funk, we can become distracted by what is not going right, what we are missing, and what feels too far off into the future. Yet, there are always positive, uplifting, and meaningful elements in the present on which we can focus. Being present, appreciating the moment, being grateful for what we have, and embracing the opportunities before us can be powerful antidotes for a slump.

Now is a good time to reflect on what we get to do rather than what we must do, appreciate what we have rather than what we want, and embrace the power to shape our attitude rather than default to what distracts us.

Why is it that some people seem to attract attention just by their very presence? Why does what some people say seem to have more credibility than what others say? Why are some people more interesting and enjoyable to be around? Of course, there are many possible reasons, but in combination, these and related qualities are often referred to as executive presence.

The good news is that you do not have to be an executive to have executive presence. However, possessing and demonstrating certain characteristics and behaviors can lead others to pay greater respect and attention to what you do and say. We might assume that some people are born to project more charisma and credibility, but executive presence is not a personality trait—it is a skill that anyone can learn.

How do people with executive presence behave? To begin with, people with executive presence practice good communication skills. They demonstrate empathy and other elements of emotional intelligence. They speak with confidence, avoid unnecessary “hedging” in their speech, and use clear and concise language. People with executive presence are sure of their competence and project gravitas when engaging in their area of expertise. They are self-assured, poised, and demonstrate a sense of purpose. Executive presence is not a position. It is a profile.

So why is executive presence important for educators? Our work is crucial to the success of our society; we possess special expertise, and we need to be confident in how we present ourselves and our work. Executive presence can help us to counter negative assumptions and perceptions of education and educators. Developing executive presence can also help us to shift our perceptions of ourselves, build our confidence, and grow our professional stature. Here are six ways to build it:

• Be clear and confident about your vision and why it is important. Communicate it clearly. What do you want for your students? Why do you care? How do you make a difference in the lives of your students? Be ready to share examples and anecdotes.
• Share your passion. Your excitement and enthusiasm matter, especially in this line of work. You care about your students, and you are committed to their success. Your work is important. You shape futures!
• Listen with interest, humility, and empathy. Listening communicates respect and projects confidence. Seeking to understand and learn, rather than listening simply to respond, invites others to share and helps build interpersonal connections. People want to be around and engage with good listeners.
• Project competence and confidence. Own your expertise. How you feel about yourself plays a nuanced but important role in how people see you. Remain calm and collected when feeling pressure. Remaining in command of your emotions and practicing good judgment projects strength and competence.
• Make connections. Finding common interests, identifying potential connections, and putting people together for mutual benefit builds relationships and expands your network. When you are seen as a connector, people want to get to know and be associated with you.
• Be a mentor. Helping others to build their skills and find success increases stature and creates credibility. Investing in the profession, supporting colleagues, and creating shared success demonstrates professionalism and builds respect. People want to be around those who are willing to invest in the success of others.

Executive presence may not be something educators think much about. However, having and projecting a sense of presence can have a powerful impact on how others see us and our profession. Building and honing our executive presence can also make us feel better about our work and remind us of the difference we make in the lives of others.

We spent the first weeks of the new school year establishing structures, setting up routines, creating behavior norms, and tending to other foundational processes to create stability, predictability, and efficiency for use of time and learning. Pursuing these efforts at the start of the year presents a key advantage, as success going forward is easier when we have laid the groundwork for clear expectations and consistent routines. Once structures are in place, less attention and intervention may be required to maintain focus and momentum.

However, regular attention, reflection, and adjustments can ensure that the effort invested at the beginning of the year continues to pay off. Now is a good time to assess progress and examine where things stand. Have our students settled in? Are they accepting our guidance? What steps might we take now to maintain momentum and address emerging issues and concerns? Here are eight questions to guide our reflection and inform areas that may need attention:

• Do students understand and accept classroom rules and expectations? Am I finding that students are frequently confused or surprised when reminded of expected behaviors? Do students push back on rules they are expected to follow? If so, it may be time to revisit and review these crucial elements of classroom management.
• Do I acknowledge and reinforce positive, appropriate behavior and rule-following? Students respond to our attention. Our commitment to notice and praise acceptable behavior can be an influential reminder and result in students more frequently practicing behaviors we seek from them.
• Are daily routines and procedures well understood and consistently followed? Establishing routines and procedures represents the first step in consistency and transparency. However, our commitment to consistently practice routines and follow procedures solidifies them for students and offers predictability and reassurance.
• Do I regularly reinforce student use of procedures and processes? Like rules and expectations, our noticing and praising students when they follow established routines and use the procedures they have been taught increases the likelihood that they will continue to do so in the future.
• Am I consistently noticing and connecting with all students? It is easy to fall into patterns of interaction that favor students who do well and are outgoing as well as those whose behavior requires our attention for redirection and intervention. Yet, with few exceptions, all students want to be noticed and engaged with. In fact, failure to connect with all students can result in neglected students demanding our attention in unacceptable and disruptive ways.
•  Am I listening first and controlling my emotions? When we are busy, stressed, or tired, we can fall into the trap of reacting emotionally to what students say or do before fully understanding what they intend or need. When we do, we risk confusion, conflict, and consternation that can harm our relationship and undermine our credibility. Avoiding assumptions and resisting snap judgments can make a big difference as we seek to maintain the momentum we established at the start of the year.
• Am I separating student behavior from how I see them as a person? We can easily forget that what students do is not the same as who they are. Poor decisions, emotional outbursts, and disrespectful words may need correction and intervention, but we need to avoid placing our relationship on the line in response. The fact that students need to learn better behavior is not proof that they are not worthy of our caring and respect.
• Do I give students a new start each day? Admittedly, it can be challenging to put aside what happened yesterday and offer students a new beginning today. Yet, doing so gives the student—and us—the opportunity to let go of leftover disappointment and conflict and try again. Our work is about growth and learning; holding grudges and prolonging conflict can get in the way of what we want most to accomplish with learners.

Creating a successful start to the year was and is important. However, monitoring emerging issues and maintaining momentum can help us to find the “cruising speed” we need in order to sustain the learning environment we have worked to create. Spending a few minutes—now—reflecting and deciding where to adjust can make a huge difference in how the coming months unfold.

In most communities, schools represent the highest concentration of people within a public space. Hundreds, even thousands, of people may occupy a single building. We might expect that such close physical proximity will naturally generate connections and a sense of belonging, yet we know that physical closeness does not necessarily lead to emotional and psychological connections. In fact, many people experience significant and persistent loneliness, despite spending their days in the presence of others.

We might also assume that communication is the secret to overcoming feelings of isolation, disconnection, and loneliness, but while communication is certainly important, it is not a direct substitute for connection. Consider the words of the late therapist, author, and motivational speaker Sean Stephenson: “Communication is merely an exchange of information, but connection is an exchange of our humanity.” Connection-making occurs at a deeper, more profound level. Connections must be built and nurtured.

Importantly, the presence of a culture of connection—seeing, accepting, respecting, and valuing each other—offers benefits that extend beyond feeling like we are a part of a community where we are recognized, supported, and belong. Consider a recent BetterUp study that found that when people feel connected in their workplace:

• Performance increases by as much as 50%
• Turnover drops by as much as 50%
• Employee sick days drop by as much as 75%

From a qualitative perspective, connections lead to lower levels of stress, better decisions, increased energy and enthusiasm, and enhanced creativity. Whether we are connecting with colleagues or are administrators who seek to create a more inviting, productive, and engaging work environment, nurturing a culture of connecting makes sense.

So how can we nurture and sustain a culture of connection? Here are six behaviors to practice:

• Attentiveness: Noticing each other is a great place to start. Observing the moods and behavior shifts of colleagues and employees can give us clues to when others need encouragement, counsel, or a listening ear. Remembering names of partners, children, and pets matters. Paying attention to and asking about interests, challenges, and life stories can be powerful ways to connect.
• Curiosity: Showing interest and a willingness to engage signals to people that they matter and have our respect. Our questions can open doors to understanding and reveal areas of common interest and experience.
• Empathy: Accepting and respecting the feelings of others is a strong connector. Our empathy conveys appreciation for the challenges and struggles others are experiencing. The connection becomes even stronger when we respond with compassion and authentic offers to help.
• Vulnerability: Whether we are a colleague or a supervisor, our willingness to admit that we may not have all the answers, are willing to accept suggestions, and are open to other ideas and perspectives matter. When we are willing to modify our thinking and adjust our behavior in response to the ideas and perspectives of others, our connections grow even stronger.
• Dependability: While it may be less noticeable than some other behaviors, being there when people need us, being ready to step up in the face of a challenge, or just being present to offer what we can are powerful connectors. We don’t have to be an extrovert, a charismatic character, or a high-profile performer to be there when others need us. Everyone needs someone on whom they can depend.
• Gratitude: Gratefulness reminds us to appreciate those who enrich our lives and sustain our spirit. It is said that gratitude plays a “find, remind, and bind” role in relationships. Gratefulness leads us to find connections. It reminds us why connections with others are important in our lives. And gratefulness protects our connections even when our relationships are stressed and we may be tempted to let go.

We all want to feel connected, recognized, respected, influential, and supported. When we do, work is less stressful, and we feel more productive and satisfied. The best news is that creating a culture of connections is not expensive or unduly time-consuming. We just need to notice each other, be curious enough to engage, show empathy and compassion, be willing to be vulnerable, demonstrate our dependability, and, of course, be grateful.

Source: BetterUp. (2019, September 16).  BetterUp’s new, industry-leading research shows companies that fail at belonging lose tens of millions in revenue.

When reflecting on the education we have received throughout our lives, we can consider ourselves fortunate if we experienced a truly inspiring teacher. We are doubly fortunate if we encountered more than one teacher who inspired us. Being inspired is a special experience, often with lifelong effects. In fact, many of us chose education as our profession because of the influence of those who inspired us.

Of course, not every inspiring teacher inspires every student. Similarly, not every inspiring teacher presents the same or inspires students in the same ways. Inspirational teachers often possess a unique set of characteristics with which students connect. They are not necessarily brilliant, exceptionally charismatic, or unusually entertaining, even though we may default to these characteristics when asked to describe an inspiring teacher.

In fact, the characteristics of inspiring teachers may be inconspicuous, subtle, unusual, or downright surprising. Let’s explore seven characteristics that inspiring teachers often possess and demonstrate, including some that may be overlooked:

• Sense of awe and wonder. These teachers find life exciting and are eager to share their enthusiasm and sense of wonder. They have fresh perspectives and notice interesting details that others may overlook, and they appreciate beauty and are interested in the unusual. Students often describe the effects of these teachers as inspiring wonder and helping them to see learning and life with new eyes.
• High standards and high commitment. These teachers expect a lot, sometimes even to the point of seeming to be uncompromising. They may see more potential in students than students see in themselves. Meanwhile, they believe deeply that success is within reach for their students. When students struggle, their response is often to acknowledge that success is achievable—it’s just not here yet. Students feel the press of these teachers’ expectations and aspire to meet them.
• Enthusiasm and generosity. These teachers see learning as an exciting adventure, and they are eager to share the experience. They often behave much like learning docents by uncovering, sharing, and celebrating learning opportunities. Students feel that teaching and learning are experiences these teachers want to share with them, not force on them.
• Seeing and seeking. Listening, questioning, and exploring are part of the identity of inspiring teachers. These teachers are attentive to what students say—and what they leave unsaid. They are fully present, attentive, intuitive, and open in conversations and relationships; they want to learn about and from their students. Students often describe these teachers as making them feel truly seen as individuals who are worthy and full of potential.
• Scouting and developing talent. Teachers with this characteristic believe that every student has talent. They see their role as helping students to discover what makes them unique and special, develop their emerging talents, and leverage their gifts to become successful in learning and life. Students treasure the confidence they feel from these teachers and the freedom these teachers give them to be themselves and create their own paths.
• Quirky but comfortable. These teachers often seem to be marching to the beat of a different drum. They may have unusual habits and rituals, have unique ways of speaking, or demonstrate odd mannerisms. They may specialize in dad jokes, odd stories, and obscure observations, and they may have interests that are not typical or the norm. Yet, they are confident and comfortable in their identity. Students often find their quirkiness endearing and are drawn to these teachers because they are refreshingly different.
• Authentic and caring. These teachers seek meaningful relationships with their students that create a positive person-to-person connection, not just teacher and student. Sometimes they show how they care in ways that can seem contradictory to their usual warm demeanor. They may be prone to giving advice, and they may not hesitate to admonish. Often, they are generous with their time and limitless in their commitment. Regardless of how they communicate, students sense their desire to connect and respond to them.

So, what are we to take from this discussion? First, there is no single, universal set of characteristics that make a teacher inspiring. Inspiring teachers often possess their own unique set of characteristics. Second, just because someone has an unusual approach or varies from the norm does not mean that they are not inspirational. Third, we can be inspiring in our own way. We can own our uniqueness, be confident in who we are, and inspire our students through the connections we make and the experiences we share with them.

When we consider who possesses a great deal of charisma, we might think of movie stars, popular athletes, and other celebrities. We might also identify people we know and with whom we work who seem to have more charisma than others. So, what is charisma, and how does a person get it?

To put it simply, charisma is someone’s “ability to attract another person through style, charm, or attractiveness.” In the vernacular of members of Gen Z and Gen Alpha, charisma is often referred to as “rizz.” Interestingly, the Oxford University Press Dictionary selected “rizz” as the word of the year in 2023, the same year that Merriam-Webster added “rizz” to its dictionary. However, for the purposes of this discussion, charisma will be the word we use the describe this element of human interaction.

Most people think of charisma as a natural trait, one assumed to be something people either innately have or do not have. While it is certainly true that charisma comes more naturally for some than for others, the components of charisma are learnable and growable—and practicing them can make us more likable, interesting, appealing, and influential. Just about anyone can increase their level of charisma.

To be clear, charisma is projected by our behaviors. It is communicated by what we say and do, how we position ourselves, and how we interact with others. Charisma is not a substitute for character, empathy, dependability, or expertise, but it is a “good to have” characteristic. Developing more charisma can help others see and gravitate toward the valuable qualities, expertise, and character we already possess.

So, how can we grow our charisma? Here are eight behaviors to develop, practice, and project:

• Presence. We demonstrate a strong presence when we fully engage with others and give our complete attention. We listen actively, respond expressively, and communicate our interest. Doing so can make the other person feel like the most important person in the room.
• Confidence. Confidence is becoming comfortable in our own skin. Of course, we may not always feel confident, but we can own what we know, our expertise, and our experience. Being curious can also communicate confidence. We don’t have to know everything, so showing that we want to explore and learn can be a way of projecting self-assurance.
• Purpose. People are drawn to those who know what they value and who live with clarity of purpose. Interestingly, living with purpose can animate our gestures, project substance in our emotions, and communicate authenticity by the words we choose.
• Expressiveness. Words are powerful, but the nonverbal behaviors that accompany our words can pack even more impact. In fact, when what we say and how we act are in conflict, most people will believe what they saw us do over what they heard us say. Letting supportive emotions show on our face, maintaining eye contact, speaking in a pleasant tone of voice, using our hands to support what we say, and maintaining an open and engaging body position can go a long way in demonstrating charisma.
• Emotional control. The flipside of expressiveness is exercising emotional control. Projecting rejection, succumbing to anger, defaulting to argument, and other disconnecting behaviors can quickly and severely undermine charisma. Controlling our emotions and responding in measured and appropriate ways can protect the connection we are trying to make and keep communication flowing.
• Empathy. Reading the emotions of others and responding with understanding and support can build strong connections and communicate value and respect for the other person. Among the powerful drivers of human behavior is the need to feel understood and respected. When we communicate authentic empathy, our charisma score goes up significantly.
• Language. Choosing words and phrases that connect to emotions and draw people in builds bridges. Metaphors, stories, and relatable examples conjure images, tap emotions, and invite connections. Experts advise that we should talk to people’s hearts more than to their brains; “I feel your pain” is far more powerful than “I understand your experience.”
• Mirroring. Matching the energy and reflecting the other person’s nonverbal behavior can be an efficient and effective way to build rapport and demonstrate charisma. Without going overboard and mimicking, mirroring can communicate connection and increase our likeability. In a broader context, we can observe people whom we believe have high levels of charisma and adopt behaviors and expressions that we find appealing and comfortable and feel authentic.

Without question, we can learn to be more charismatic. The skills we build and the adjustments we make can make us more likeable, trusted, interesting, and influential. However, we need to remember that charisma is a way to showcase our character, the depth of our expertise, and the relationship opportunity we offer—it is not a substitute for substance.

The first days of a new school year are typically filled with anticipation and excitement—and some nervousness. As teachers, we are engaged in a new beginning. We have an agenda and a plan, and we can shape the path that lies ahead.

Students experience many of the same feelings. However, they have less control over what lies ahead and thus feel even more uncertainty about what the experience will be like. Consequently, they come with many questions, even if they may not ask them explicitly.

As we think about the first days of the new year, we might consider the questions students will have so that we can think about how we will answer them in ways that set a positive tone and preview an attractive, meaningful, and reassuring start to their learning journey. Here are six questions we can be sure are on students’ minds and to which they are hoping for answers.

“Is my teacher interested in me?” For students we have not had in the past, the first week of school is too early to have a relationship, but students will be looking for clues to discern whether a positive relationship is likely. Do we greet students as they arrive in our classroom? Do we make eye contact and notice their presence? Is it obvious that we are committed to learning their names? Are we interested in learning something about them?

“Do I feel like I am accepted and belong?” We might plan some community-building activities to help students reconnect with existing friends and discover potential new friends. We can share the classroom behavior norms and rules, including the reasons behind them. Even better, we can engage students in the discussion and development of norms and behavior expectations. When we do, they will be more likely to feel ownership of and accept and abide by what is decided. Remember: Students will be asking themselves whether they can be themselves or if they must monitor and modify their behavior to fit in.

“What is expected of me?” Students are likely to want to know if they will be expected to sit and listen, or if they will be invited and encouraged to contribute ideas, insights, and experiences. Will learning be directed or co-constructed? We can share examples of how we will design and approach learning tasks and challenges. We might share an estimate of how much out-of-class time students should expect to spend on assignments and projects. We should also consider discussing how much background knowledge will be necessary to succeed in this class and how we will help students to fill any knowledge gaps.

“What am I going to learn?” This is a time to “sell” what we intend to teach. Students will likely be asking themselves whether the content sounds interesting and how they might use or benefit from what they will learn. This is a great time to answer the “why” of learning the content and skills we will be introducing and nurturing during the class.

“Can I be successful?” To reduce our new students’ fears of failure, we might share tips and strategies that previous students have found helpful. We can assure students that we expect them to succeed—and believe they will. We might also share with students the supports available should they begin to struggle.

“Is this a class that I will enjoy?” The answer to this question rests on what students have learned from the first five questions. If students feel that we are interested in them and want them to feel accepted, and if they believe that they can participate and be successful, this is likely to be a class to which they will look forward and in which they will invest.

We only have one opportunity to get off to a good start. It is worth the time and effort to think through what students want to know and how we can provide the information and assurance they will be seeking.