The Master Teacher Blog

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

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

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

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

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

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

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

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

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

Listening is easily taken for granted. After all, it feels as though we do it almost all the time. Yet, listening is one of the most underrated and underdeveloped skills among professionals—and just about everyone else. Listening is a crucial element in forming relationships, solving problems, making decisions, and performing many other work and life tasks.  

Listening is a near-constant element in our work with students, colleagues, parents, friends, and family. It is worth doing well. However, it is easy to compromise listening effectiveness and ignore key elements of listening that could lead to better communication, stronger relationships, and greater influence on others. Such mistakes can be costly. Here are six facets of deep listening worth heeding.  

Commit to hearing, not just listening. Hearing represents deeper engagement than just receiving and understanding words. Really hearing someone means seeking meaning, implications, and emotions in and behind what they say. We may think that when others are speaking, we are just receiving their message. However, we are likely confirming, rejecting, or leading the speaker to modify the message as we listen. Communication experts say that more than half of communication is transmitted through body language, not through what is spoken. Consequently, even though we may not be speaking, we are still communicating.  

Engage fully. Obviously, we need to put down our phone or anything else that might interrupt or distract us from what is being said. We may think that we are paying full attention, but if we are also doing something else, the message we communicate may be one of less-than-full attention and commitment to the conversation. Equally important, we need to drop our assumptions and set aside our emotions. Perceptions, predictions, and predispositions can color what we hear and how we interpret the message. Only by giving our full attention can we prevent mishearing, misinterpreting, and misfiring in our response. 

Listen to learn. One of the most difficult challenges associated with listening is to avoid forming a comment, defense, solution, or other response while the other person is still speaking. Doing these things risks missing key portions of the message or misinterpreting the intent of what is being said. When we commit to learning from what is said, we are likely to absorb information that will better inform and calibrate our response when it is time to provide one. Of course, if we need some time to formulate a response, we can employ a few seconds of silence and allow the message to settle.  

Repetition is a signal. It is not unusual for people to repeat themselves when reporting an experience, sharing a message, or recounting a conversation. Repetition can be an indication of something important. Sometimes repetition is intended to emphasize something emotional about the message. At other times, repetition is an indication that the speaker is not feeling heard or is feeling that we do not fully understand the implications of what is being said. When we notice repetition, it is worth noting and asking if the speaker wants to say more about that aspect of the message.  

Silence is powerful. Accomplished interviewers and skilled interrogators understand the power of silence. Silence, even for a few seconds, can have a powerful effect on conversations. Silence can be an invitation to continue speaking. It can imply and "give voice,” so to speak, for deep emotion. Silence can even communicate skepticism and doubt. Regardless, most people feel a powerful urge to fill gaps of silence. When we resist the urge to interrupt and are willing to sit quietly, we can often learn far more important information than if we choose to ask an immediate question or offer an immediate response. 

Confirm what is said. The best way to know if we have accurately heard and interpreted what was said is to confirm it with the speaker. Of course, as we confirm, we are also assuring the speaker that we have been listening. Confirmation can take multiple forms. We can confirm what we heard by repeating what was said (“I heard you say…”). We can also summarize what we heard to confirm our understanding of the full message (“In summary, it sounds as though…”). Or we can interpret what we hear to confirm themes and implications (“Would it be correct to interpret what you are saying as…”). 

Listening is one of the most powerful ways to communicate respect. We don’t always have to have answers or guidance to offer. Often, just being willing to listen can make a crucial difference. Practice these six strategies, and you may be amazed at the impact.  

Mental health is a serious and persistent issue in our schools and our profession. The toll of multiple pressures and accumulated experiences from the past few years has left a heavy burden on our sense of well-being, our attitudes toward life and each other, and even our physical health.  

We hear a lot about the importance of self-care, finding balance, and “taking the long view.” While good advice, such urgings can fall short of countering the emotional burdens we carry. We often need more support than we can manage on our own.  

Fortunately, there is a powerful counterforce to the feelings of frustration, isolation, and loneliness that threaten to sap our energy, dissipate our motivation, and undermine our commitment. That connecting, energizing, and reassuring force is the presence and practice of empathy.     

Empathy, of course, is different from sympathy. Sympathy is feeling sorry for someone’s circumstance or having someone feel sorry for us. Sympathy is not a strong connector. Empathy, on the other hand, involves understanding and sharing the experiences, perceptions, and feelings of others. Empathy builds an emotional and cognitive connection.   

Empathy also offers mutual benefits. The person who is experiencing empathy from others feels supported, understood, and cared for. At the same time, the person who is extending empathy experiences the benefits of connecting with and helping others. When people feel connected, understood, and respected, they are more likely to be motivated and emotionally healthy. Let’s explore six additional ways in which empathy can support our mental health. 

First, empathy builds trust. It allows us to be authentic and transparent. Empathy seeks understanding, not confirmation of our predispositions, and can reveal the positive intentions of others while dispelling suspicions and negative assumptions about others’ motivations and actions.  

Second, empathy helps to form and maintain relationships. It builds a sense of connectedness and understanding and nurtures feelings of belonging. Empathy can carry relationships through tough times, even when we may be caught in conflict and disagreement. 

Third, empathy reduces levels of anger and frustration. By being empathetic, we can see and value the perspectives of others. Empathy can replace hostility with understanding, and it can counter the toll that chronic anger takes on our mental health.  

Fourth, empathy can help us to discover solutions to challenges and conflicts. The quality of being empathetic supports communication that is more open and creative. Empathy opens doors to mutual understanding; solutions can emerge naturally from open, honest, and respectful exploration.  

Fifth, empathy can help us to become more resilient. As we understand the experiences and perspectives of others, we can become more aware of and better able to regulate our own emotions. The experiences of others also can be an inspiration and lead us to higher levels of courage and determination.     

Sixth, practicing empathy with others can support us to be more self-empathetic. We can be exceedingly hard on ourselves, especially during times of challenges and stress. When we consistently extend empathy to others, it can become easier to pause, reflect, and build self-understanding. It can even lead us to forgive ourselves when we otherwise may become trapped in guilt.  

Of course, we need to recognize that there are limits to the depth and breadth of the empathy we extend. At times, we may need to set limits to avoid becoming overly immersed in the emotions and struggles of others. Like any behavior, too much of a good thing can diminish its benefits and counter its contributions to our health and success. Empathy is no exception, but practicing it wisely can be its own form of mental-health protection. 

Times when we must discipline students can be among the most challenging and stressful situations we encounter. We want to avoid extended interruptions to learning, and some of us want to avoid confrontation. At the same time, though, we want other students to remain safe. And, of course, we want to avoid having emotions and behavior escalate to a level where the situation may spin out of control.  

Certainly, the emotional and psychological state of the student will play a role in how the situation will play out. However, there is much we can do to prevent escalation and respond if tensions threaten to rise. Here are six tips we can use to maintain our focus, inform our responses, and thoughtfully manage the situation. 

Start by listening. When we understand the student’s perspective, we are better able to respond effectively. At some level, the behavior makes sense to the student. Until we know why the student made the choice or choices they did, deciding how to proceed will be risky. Often, by talking through what happened, the intensity of the student’s emotions begins to dissipate, and reason begins to emerge. Once the student has explained their motivation and actions, we are in a better position to understand and ask questions that can clarify the situation and formulate our next steps.  

Avoid embarrassing or shaming the student, especially in front of others. We might be tempted to call out the behavior and student in a public way. However, this choice is filled with risk. Some students will feel humiliated and deeply resent the way they were treated; they will remember and harbor these feelings long after the incident has passed. Others will feel the need to “save face” and may push back even more vigorously, even as we attempt to deescalate and calm the situation. 

Keep your ego and emotions out of it. Many students are highly skilled at “pressing the buttons” of adults. Yet, when our ego becomes involved, we are vulnerable to losing perspective, and when we lose control of our emotions, we lose control of the situation. We are more likely to say things we will regret and open the door to accusations that we have become part of the problem we are trying to solve.  

Think teaching rather than punishing. In the heat of emotions and behaviors, we may immediately focus on the punishment that would be appropriate in response to the unacceptable behavior in which a student has engaged. However, this path risks missing an important opportunity to teach and change behavior in the future. Punishing a student may generate some feelings of satisfaction and closure, but it can sow the seeds of future misbehavior. Punishment often teaches little beyond the experience of embarrassment and temporary discomfort. Students may learn little, if anything, about how to control their emotions and manage their behavior. Our goal in response to unacceptable behavior is to teach students alternatives and strategies for remaining in control despite what happens around or to them. Of course, once emotions have calmed and the lesson has been taught, we still can assign reasonable and logical consequences. In fact, the best consequences are part of the learning we want students to gain.  

Don’t threaten consequences you cannot (or do not intend to) deliver or do not control. Many students come to us having extensive experience with empty threats. Consequently, they will have little impact on behavior, other than challenging us to see if we will follow through. Promising consequences on behalf of someone else is equally problematic. Others may see the situation differently or have ideas that may not be consistent with our preferences. As a result, a colleague or administrator may be placed in the position of having to choose between supporting our threat and using what they see as their best judgment. Meanwhile, the student is likely to miss any lesson to be learned, while also receiving confusing messages about their behavior and the situation in general.  

Reject the behavior, but value the student. Despite the unacceptability of any behavior, we need to be careful to separate the behavior from the student. Making an unwise choice or behaving in a manner to which we object does not make the student a bad person. There may be lessons they need to learn and adjustments in behavior they must make to be successful, but we need to be careful not to treat the student as being inherently bad or unworthy. We can protect our relationship with the student while disapproving of their behavior. In fact, our actions to separate the student from their behavior can be a message of hope for students who struggle to control their behavior and have few role models to emulate. Our reinforcement of their inherent value makes their struggle to learn and grow worth the effort.   

There is no one-size-fits-all solution to managing behavior. If serious disruptions continue to occur, additional steps may be necessary, such as individual counseling with the student or reaching out to your colleagues with whom the student does experience success. We know that managing disciplinary situations is an important and integral part of our professional role. These steps can help us to create a context in which the student is respected, learning occurs, appropriate consequences are dispensed, and relationships remain intact.  

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.

The life of an educator is filled with meetings. Administrative meetings, staff meetings, team meetings, grade-level meetings, PLC meetings, work groups, planning groups, task forces—the list could go on. For many, these meetings are seen as obligations to be tolerated, and we can fail to see the opportunity these activities present to build professional respect and stature. Of course, with professional respect and stature comes the opportunity to be listened to, to influence, and to make things better.  

Yet, building professional respect and stature requires more than simply attending and tolerating meetings. Gaining influence requires intention, strategy, and discipline. Here are seven ways to gain the professional respect you seek and deserve, while contributing to and influencing the outcomes of the meetings you attend. 

Plan to participate early and confidently. Prepare for the meeting by exploring the agenda for items that you want to influence. Assemble any facts, examples, and research that may support your participation. Your preparation provides an advantage over those who simply show up. Further, your reference to credible resources adds to your own credibility. When issues of opinion are at stake, those with higher status may dominate the conversation, but if facts, data, and research are involved, the person with command of information will typically prevail.  

Use a confident tone and speak at a moderate pace. People tend to equate confidence with capability. Speaking quickly can be confused with nervousness, fear, and uncertainty, while a clear, measured statement can carry increased weight and impact. Bear in mind that even if you are typically reluctant to speak, that personality trait does not mean that what you have to say is less valuable.  

Present your position or make your argument as a statement rather than as a question. Avoid the habit of lifting your voice at the end of a sentence, thus implying a question. Statements framed as questions can send a message of not being certain and risks their being ignored or dismissed.  

Avoid repeating or over-explaining your point. Perseveration risks appearing insecure or implying that others are not capable of listening and understanding. If you believe that some may not grasp your message, you can ask if there are questions or if someone needs an example.  

Don’t wait to share your perspective until after the meeting. Choosing not to share your thinking during the meeting can make you appear uncertain, uncollaborative, and even judgmental. It is better to state your position and learn why it may not work or may need to be adjusted than not having it considered at the time when it could have made a difference.  

Build support and strength for your position by endorsing others’ points and perspectives and then, when you can, use them as a starting point to build your own. Your agreement with a previous point, especially one that has been well received, taps existing support. Your addition can further solidify an idea or course of action. At worst, others will see you as a listener and consensus builder. At best, they will see you as capable of building on previous thinking to create something even better.  

Remain focused and avoid distractions. Resist checking your email, texts, and social media during meetings. Rather, use your thinking to “mind map” the discussion. Consider: What is missing? What has not been explored and noted? What implications have not been identified and contemplated? Your full attention can position you to observe and point out issues that others who may be distracted will miss. When important issues and decisions are at stake, your contribution can make a huge difference.  

If we hope to make the institutions in which we work better, and if we hope to serve the needs of students more effectively, we need to challenge and contribute productively. A key element in our being able to make a difference is the professional respect we build and hold.

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.

Educators know all too well that there are times when we can feel as though we are talking to the wall or speaking into an empty echo chamber. We think that we are being clear, and we know what we want our students to know and do. Yet we may discover that they didn’t hear what we intended, are confused by what we said, or did not hear us at all.  

We may be tempted to blame our students when we discover they have not received the messages we sent. Of course, it may be that they have indeed not been giving us the level of attention that we expect. However, before looking elsewhere to assign responsibility or blame, we need to consider whether our communication has been clear, timely, and complete enough to capture the attention of our students and if it was presented in a way that made it memorable. 

Typically, the problem is not that we do not know how to communicate effectively, but that we can become preoccupied with or distracted by other issues and tasks. We may be in a hurry to cover instructional material, or we may not be clear about what we want to communicate. Often, just taking some time to review what we know about effective communication can be enough to remind us to practice the techniques and strategies we already know. Here are six reminders that may be helpful.  

We need to be sure the message is timely. We must consider what students need to know and when they need to know it. Just because something is on our mind does not mean that now is the time to share it. Communication that sticks is both relevant and well-timed. Of course, there also are times when we may preview or prepare students for future work, so hearing a preview now can help them to be ready. Think of it like this: just in time and just enough. 

Then, we must keep it simple. We need to avoid vocabulary and concepts to which students have yet to be exposed. Simple words and short sentences are most likely to be absorbed. The best communication is confined to the smallest number of points, expectations, and tasks students need to hear and absorb; the more complex our communication, the more likely it is that students will become confused, seek interpretation from other students, or ignore what we have to say entirely.  

Next, we can structure the message so that students get both our point and the key supporting information. Start with the “headline.” What is the core message on which we want students to focus? Follow with crucial supporting details; what else do students need to know? Limit the information to avoid overloading and creating confusion. Finally, we can complete the message with an example or two to clarify implications and ground our key points.  

We increase the probability that our message is received when we employ multiple modes to convey it. Say it, send it, and show it. We may even sing it, sign it, or signal it when we really want to be sure. The more ways students receive information, the more likely they will hear and remember it.  

Closely related to communicating via multiple modes is to repeat what is most important. We may think that students should always be paying attention, ready to hear what we have to say, but that is not reality. The more times our messages are repeated, the more likely they are to be absorbed. Repeating important messages as many as seven times is a good goal. 

Despite our best efforts to communicate, we still need to check for understanding. We may think that we have been clear, but what matters is whether students hear and understand what they need to be successful. Regardless of how well we may have instructed, students may still have misheard something, or they may still be confused or uncertain. Only when we check in with students can we be certain that what we thought we said is indeed what students heard.  

Taking some time to review our practices and make key adjustments can make a big difference in how well our students pay attention and understand what we need them to know. Of course, these same reminders will help us to be more effective communicators with colleagues, parents, and even our partners and our own children.

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

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

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

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

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

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

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

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

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