The Master Teacher Blog

The pressures, challenges, and confusion that surround the work of educators today make trying to do this work alone a daunting prospect. We need to build strong, supportive cultures and nurture positive morale. Above all, we need to support each other.  

However, the pressures we feel and conflicts we face can also lead to behaviors that undermine the very circumstances we seek. We can forget how important it is to build and protect a strong, positive, supportive culture. We can find ourselves and our colleagues engaging in behaviors that work against the needs and goals we have. Here are seven behavior traps against which we need to guard.  

• Talking negatively about colleagues with others. Regardless of whether the comments are made to parents, other colleagues, friends, or even students, this behavior undermines our professional and personal relationships and destroys trust. Not only does this behavior undermine the credibility of the person about whom the comments are made, it can cast a negative shadow on the reputation of the entire staff. When what we say undermines our colleagues, we also cast doubt on our own judgment. The saying that “if you cannot say something good, say nothing” is good advice in this circumstance.  

• Making excuses when failing to follow through. This can take multiple forms. We may accuse others of misunderstanding our commitment. We may point to circumstances as getting in the way of our follow-through. We might even blame others to deflect our own responsibility. Regardless of why, when we do not follow through, we need to own up to our behavior, apologize, and do what we can to make it right.  
• Making assumptions about the behavior and motivations of colleagues. Assigning a negative motivation to what someone said or did before we know the truth is a risky choice. We may think that past behavior, rumors, and hearsay are enough to support our conclusions, yet assuming negative intentions can lead us to accusations that are not justified and statements that later require apologies. As a consequence, trust and relationships suffer. When we don’t know, our best position is to assume the best, or at least remain neutral.  

• Taking advantage of other’s vulnerability. People may come to us for advice, assistance, or support; or we may otherwise be privy to information about challenges our colleagues face or other unfavorable information. As colleagues, they need to be able to trust us to protect their privacy and confidence. Sharing details of the situation with others or using the circumstance to embarrass or exact a future favor is not only unprofessional, but it is also unethical. Trust is challenging to build. We need to be careful not to unthinkingly destroy it.  
• Tolerating bullying and intimidation by colleagues. We work to prevent and deal with bullying among students, and we strive to create conditions where students do not engage in intimidating behavior towards each other. However, bullying also occurs among adults. Less experienced staff especially can be the target of intimidation. For example, they can face demands to provide unquestioning support for the ideas and preferences of more experienced staff members, some of whom may press colleagues of a time-determined “lower status” to accept difficult and unattractive supervision and instructional assignments. And new staff can be expected to accept traditions that favor longer-tenured staff. These and other similar behaviors often demean and embarrass, create divisions, undermine trust, and eventually destroy a healthy culture. Arguing that new staff members will have their turn once they spend adequate time in the school is not an acceptable excuse. We need to avoid any such behavior, and we must refuse to tolerate bullying and intimidation—and confront it when we see it.  

• Declining to volunteer when our expertise and experience are needed. Obviously, there are times when we are willing to volunteer, but our circumstances make it impossible. However, we need to be careful not to take the position that because of our seniority or status, we do not need to serve on committees, assist with task forces, or join planning groups. Everyone benefits when considered thinking, careful reasoning, and good judgement are part of the decision-making process.  
• Refusing to collaborate. We may believe that we work better on our own or that we don’t have the time to collaborate. Yet, the importance of collaboration goes beyond our immediate preferences and convenience. Collaboration is a way to share challenges, strategies, and crucial information that might assist learners. It can be a helpful way to diagnose curricular issues and develop new ideas and approaches. Collaboration also is a good way to mentor and support new staff who may still be learning the curriculum, perfecting their instruction, and exploring their professional role. While collaborating may seem time consuming at first, it can be a powerful tool for continuous improvement, mutual support, and complex problem solving. Collaboration also is a key component of a healthy and productive culture.  

The work of educators is tough enough without our own negative behaviors toward each other creating additional burdens. We need to be quick to offer support and encouragement where it is needed, and we must be ready to confront harmful behaviors when we observe them. Our success and the success of our colleagues and school depend on it.   

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.

When it comes to learning about us, students learn as much from what they see as what we say. They learn innumerable lessons about us—and how adults and professionals behave—through our actions, interactions, and reactions.  

We can try to counsel, coach, and convince students to adopt important values and engage in positive social behaviors, but as attentively as students may appear to listen, what they see in our attitudes and interactions typically carries far more influence on what they will believe and, by extension, adopt. Unless we demonstrate the values and practice the behaviors that we want our students to demonstrate, we are likely to be disappointed.  

Every day, we give our students opportunities to observe and learn from what they see and experience in our presence. Let’s examine five common circumstances in which our attitudes and behaviors are scrutinized and which can present our students with lessons about learning, relationships, and life.  

How we handle interruptions, regardless of the source, sends a message about our temperament, flexibility, and readiness to understand the needs and issues of others. Interruptions to our instruction and class routines are inevitable. Some interruptions are predictable, such as daily announcements. Some come without warning, such as summoning a student to the office or reminding everyone of a change in schedule. Other interruptions can result from unexpected events within the classroom or a knock on the classroom door. In our responses, are we focused on our own needs and priorities, or are we quick to respond accordingly and provide support? Do we readily shift our attention, or are we more likely to roll our eyes, or otherwise express frustration, while we wait to return to our own agenda?  

How we treat colleagues shows students our generosity and collaborative spirit, in addition to our respect and valuing of others. We may not think that students pay attention to our interactions with other members of the staff. However, they are constantly watching and learning. When we are quick to help, pass along important information, or share materials and equipment, students see our willingness to give and to collaborate. Additionally, but no less importantly, how we treat non-licensed staff members, such as custodians, paraeducators, secretaries, and volunteers, also sends a message to our students about our character.   

How we treat other students communicates the depth of our commitment to provide equitable and even-handed support, encouragement, and acceptance. Not surprisingly, students also closely watch how we relate to other students. They notice how we treat students who experience learning challenges, may need to navigate language barriers, or come from difficult economic circumstances or from a different culture or race. Do we consistently and equitably provide the support they need to build their skills and experience success? Additionally, students notice whether we place our relationship on the line with students who engage in challenging behavior, or if we separate the behavior of which we do not approve from our opinion and treatment of the student. Of course, they also are watching to see if some students regularly receive preferential treatment without an apparent reason. How we treat some students in our classes often serves as a measuring stick for other students to judge our fairness and imagine the implications for them should they find themselves in similar circumstances.  

How we respond to questions tells students about our ability and choice to be patient, emotionally mature, tactful, and professional. Questions can play a variety of roles in our experiences with students, but they matter regardless of the age and maturity of our students. Our youngest students may have endless questions, and they can try our patience. Older students may ask fewer questions, but the questions they do ask can be difficult and uncomfortable to answer; they may test our tact and sensitivity. Some questions can even be calculated to intentionally “press our buttons.” Yet, those, too, allow us to demonstrate our emotional stability and our professionalism. 

How curious we are can show our students our willingness to analyze, investigate, and pursue the connections, possibilities, and significance of what is presented to us. Our days are filled with stimuli that can stir our curiosity. Students say and do surprising things. Serendipitous events can stir our emotions or leave us smiling or rapt with wonder. We may be engaged in a planned lesson or structured discussion when a spontaneous observation or connection surfaces that begs to be explored. What happens next is of the utmost importance. We can choose to ignore what happens “off script,” or we can choose to pause and explore those sources of curiosity. The nature, strength, and richness of our curiosity can make a lasting impression on our students; these can be the “teachable moments” our students will treasure. They can stimulate an interest that grows into a student’s passion. Of course, our excitement in not only showing our own curiosity, but also sharing it, can give students permission to imagine, explore, and appreciate the unusual, unexpected, and unexplained.  

The most powerful lessons our students are likely to learn are the ones we teach without a lesson plan or clear intention. Our choice to be a model for students to emulate will provide rich lessons for them to learn. Of equal importance, doing so allows us to create a more successful and satisfying environment within which to practice our profession. 

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.  

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.

We know the importance of creating a culture of belonging for young learners. When students feel that they belong, they are happier, and they engage more—and learn more. Students who feel connected also better relate to other students and are less likely to engage in unacceptable behavior. As educators, we design activities and build school and classroom cultures to encourage students to feel connected, accepted, and respected.   

At the same time, we may not give as much thought and effort to creating a culture of belonging for adults, despite the fact that a sense of connectedness, acceptance, and respect is no less important for us than it is for our students. When we feel that we belong, we spend less time worrying about social interactions, the perceptions of others, and how to fit in. In short, we experience less stress, worry, and anxiety about our work and relationships.  

Of course, many of the same factors that lead to a sense of belonging for young people apply to the experience of adults. Consistent with our efforts to create a culture of belonging for our students, we need to be intentional in our work to build this type of culture for adults. Here are seven key elements and actions that can create and sustain a culture of belonging, one we can all enjoy.  

We can start by assuming the positive intentions of each other. Assuming the positive intentions of others, even when we are not sure of their motivation, can generate a wide array of positive outcomes. In fact, assuming positive intentions is the first step in building and maintaining trust, whether in personal relationships with colleagues or on professional teams. Assuming positive intentions leads to better, stronger relationships, creates better opportunities for understanding and resolving conflicts, and encourages others to respond with trust. 

Second, we can embrace vulnerability. Vulnerability means being willing to admit that we do not always have all the answers. Sometimes, we need to learn, and we may need to ask for help. Doing so conveys value and respect to those around us. When we accept our vulnerability, the barriers that divide us and arouse our fears dissipate. We open ourselves to the ideas and efforts of others who can help us to find solutions to the problems that confront us.  

Third, we can show empathy. Empathy is a search to understand others. When we commit to listen and appreciate the experiences and perspectives of others, we gain access to important information and insights that can inform our perspectives and build our compassion. Empathy is the secret ingredient for getting through tough times together.  

Fourth, we need to value kindness over niceness. Niceness is calculated to have the other person feel good, even if the truth or reality is not consistent with our words and actions. Being nice can be a way of avoiding conflict or hurt feelings. Kindness takes the interests of the other person into consideration but goes beyond solely wanting to make the other person feel good; it includes sharing what another person may need to know or guidance that would be beneficial, even when what is said or done may cause discomfort.  

Fifth, we can choose to share our experience, knowledge, and wisdom. Sharing our expertise, coaching, and mentoring builds collective capacity. Sharing is an act of generosity and connection building. It is a gesture of caring and trust. Our collective knowledge, skills, and expertise exceeds what any one person can possess. Sharing makes us all better and stronger.  

Sixth, we need to be quick to forgive. Disagreements, thoughtless words, and ill-considered actions are unavoidable in communities. When we experience slights and thoughtlessness, we can feel let down, unvalued, and isolated. We need to address and resolve the situation as quickly as we can. Holding grudges and harboring private hurts damages us, holds us back, and deprives us of connections that can feed our emotional needs. Holding grudges can also isolate us and undermine community cohesiveness.  

Seventh, we can choose to maintain an attitude of gratitude. Gratitude embraces life in all its forms. We can feel grateful both in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than being self-centered. It can lead us to move past quick, superficial expressions of thanks to pause and actually feel the emotion of the moment. Gratitude is a powerful relationship builder, and it reminds us of what is good in our relationships. An attitude of gratitude binds us to others by making them feel valued and appreciated.  

Working in a culture of belonging can make all the difference between feeling as though we are just doing a job and being part of a collective mission. A culture of belonging reassures us of our value. It frees us to take risks and admit when we are not fully successful. It is not always easy to build and maintain a culture of belonging, but when challenges arise, when we are going through difficult times, or when we just need to feel accepted and respected, a culture of belonging can be an amazing thing.

The first day of a new school year offers a special opportunity to set the stage for the year, create first impressions, and begin building relationships. Careful planning and preparation can make your initial meeting with students a time of excitement, reassurance, and anticipation. As you get ready to start the new year, here are six “don’ts" and “do’s” to make the first day comfortable, engaging, and productive for all. 

Don’t: 

Assume students should know who you are and make them guess what the year will be like. 

Do: 

Allocate time to introduce yourself, and preview what their learning journey with you will be like. Consider sharing who you are, some basics about your family, when and why you decided to become a teacher, what you like about your work, and what you plan to do to make the year ahead rich and successful for your students. What you share can lessen the anxiety of students who may be fearful or uncertain. For all students, having a sense of who their teacher is and how committed that teacher is to their success can leave them eager for what lies ahead.  

Don’t:  

Delay relationship building with students. 

Do: 

Focus on getting to know your students. Listen carefully to their names, especially how they pronounce them. Learning students’ names quickly is a sign that you respect and value them. Pay particular attention to names from other cultures with which you may be unfamiliar. You might also invite students to share a nickname they prefer that you use, but be careful about assigning nicknames or using nicknames you have already heard; students may not want to be called by a nickname they have been assigned by friends or others. An initial seating chart can be helpful, even if students will be able to choose their seats once they settle in. If you assign seats alphabetically, consider doing so in reverse order, or using another strategy that avoids having students with names at the beginning of the alphabet seated closest to you and those with names at the end of the alphabet farthest away.  

Don’t: 

Assume students inherently know the value and utility of what they will be learning. 

Do: 

Find something interesting, unique, and surprising—and ideally, useful—about what you will be teaching to engage students. A list of fascinating facts, an unusual application, or an often-overlooked element within your content might be a good place to start. For example, you could share how the mathematics that students will be learning can be used to solve real-world problems, recount little-known stories about famous people who are or were voracious readers or writers, or describe how science promises to solve some of the world’s most vexing challenges. The goal is to give students a picture of how interesting and useful what they are going to learn in your class can be in their lives.   

Don’t: 

Read a list of classroom rules and expectations you have set. 

Do: 

Share with students that, throughout the first week, you and they will discuss classroom routines, norms, expectations, and rules together. Invite them to think about ideas and experiences they might share to support their learning and help them to be comfortable while in the class. Typically, the first day is better spent developing relationships and generating interest and anticipation. Also, signaling to students that they will have opportunities to provide input and participate in shaping how the class will operate demonstrates that you value them and their perspective and that you want them to feel safe and comfortable while learning.  

Don’t: 

Spend time handing out textbooks and other materials. 

Do: 

Pre-position textbooks and other standard materials on students’ desks, or have materials placed in a convenient place for students to pick them up as they enter the room. The time with students on the first day is precious. Spending time distributing textbooks and other materials that could have been organized in advance risks missing opportunities to engage students and begin building those crucial relationships.  

Don’t: 

Read aloud the class syllabus and list the exams students will take, the projects for which they will be responsible, and other requirements of the class. 

Do:  

Prioritize your time with students to maximize interest, build anticipation, and instill confidence that students will find success and usefulness in the time you will spend together. While you might provide students with a copy of the syllabus and any other information regarding how the year might unfold, save your discussion of this information for later. 

In many ways, the first day sets the tone and forms the path for the year ahead. The time spent planning, structuring, and preparing to make the first day interesting and motivating for our students is well worth the effort and can pay rewards that last well into the year.

Trust is something we may think little about until it is damaged or lost. Yet, trust frees us to take risks. Trust leads us to make suggestions and even disagree without fear of rejection or retribution. Trust can lead us to do a little more and push a little farther because we know our efforts will be noted, supported, and appreciated. Trust frees us from constantly “looking over our shoulder” and seeking reassurance.  

Trust may be thought of as the “grease” that “frees the wheels” of an organization to move easily, with minimum effort. A high level of trust can reduce anxiety, worry, and stress. It can also free our energy to focus on our work and serving students.  

Of course, the events of the past two years have placed serious strain on our trust, confidence, and energy. It is easy to feel as though others are ready to second-guess our decisions and actions. We might worry that, despite our best efforts, getting student learning back on track will take time, and patience may be in short supply. 

Building and restoring high levels of trust in ourselves, each other, and the institutions wherein we work is not an easy task or a quick project. There is also little value in constantly looking for someone or something to blame. On the other hand, the process of focusing on and building high levels of trust can be a therapeutic and energizing one. The actions necessary to build trust can increase our feelings of connectedness, free us to be more open and vulnerable with each other, and give us the confidence to meet the challenges we face. We do not have to have all the answers or avoid every mistake, and we might even stumble. In fact, trust grows from how we respond to not always knowing, making mistakes, or falling victim to occasional stumbles.  

So, how can we build and maintain the level of trust needed to free us to focus on our work with confidence and openness? Dennis Jeffe, writing in Forbes, identifies six building blocks of trust in our relationships and the organizations in which we work. He notes that when any of the building blocks are absent, levels of trust will diminish. If we want to build and reinforce high levels of trust, we can turn to these six elements to inform and prioritize our actions.  

The first building block is reliability and dependability. They are foundational to trust. People want to know that we are true to our word and that we will follow through on our commitments; the same is true for organizations. Being conscientious and committed to the promises we make can build confidence and nurture trusting relationships. 

The second building block, transparency, speaks to openness and timely communication. Keeping secrets and withholding information breed suspicion and distrust. As decisions are considered and made, sharing options to be considered and the thinking behind them can go a long way toward building trust. At the same time, we need to be open and forthright about our thoughts and reactions rather than keeping quiet and then complaining to each other later.  

The third building block is competency. We must take responsibility for our work and build the skills necessary for success. When there is doubt about the competency of those with and for whom we work, it can be difficult to trust. Good intentions and an optimistic outlook are important, but they are not a substitute for competency.  

The fourth building block is sincerity and authenticity. When we speak, others need to know that we believe what we say and that our actions will be consistent with our words. When we attempt to distract or manipulate others for our own purposes, trust suffers.  

The fifth building block is fairness. We want to be confident that consideration and treatment of everyone is driven by respect and even-handedness. Opportunities, decisions, and support need to reflect the interests of all, even if not every decision and action can fully satisfy everyone.  

The final building block of trust is openness and vulnerability. Our willingness to admit mistakes, accept and respect disagreement, and even ask for help invites honest conversation and healthy conflict. Interestingly, when we are willing to admit faults and lack of perfection, it is easier for others to step in, support, and assist when needed. Also, timely admission of mistakes and sincere apologies can be powerful ways to rebuild trust when it has been damaged.  

Building and maintaining high levels of shared trust will not solve every problem, eliminate every pressure, or overcome every challenge. However, when trust is present, every problem, pressure, and challenge is easier to manage and less daunting to face.