The Master Teacher Blog

It has been said that the student who does not believe they can learn is the most difficult student to teach. Learning requires effort, risk, and persistence. This prospect can seem like a heavy lift for students who doubt their abilities, lack confidence, or have not experienced much learning success. In fact, all students are, at some points, likely to wonder about their capability and question their ability to succeed. 

Yet, the presence of hope for success is often the first step in the learning process. It opens the door for students to see the purpose and possibilities associated with learning. Still, it is a factor in learning that we may overlook and take for granted as we prepare to teach.  

When hope is lacking, investing energy and enduring the frustration that can accompany learning can seem like a “bridge too far.” In fact, it can be easier for students to see themselves as incapable and tell themselves that what they are asked to learn is not relevant, useful, or worth the effort. Such self-talk can actually feel better than risking engagement with an activity that may lead to embarrassment and shame.

Obviously, negative self-messaging undermines our efforts and our messages about the importance and value of learning. A well-prepared, focused, professionally prepared lesson is of little value if students are not ready or able to engage in the learning we have planned.  

To be clear, hope is not just voiced optimism or a naïve view of life. Hope is the realization that success is possible with patience, effort, strategy, and persistence. Hope is a key motivator that pushes and pulls people toward their goals. Equally important, students who are hopeful also are more likely to bounce back when they make mistakes and experience setbacks.  

The good news is that hope is a learnable skill. We can teach and nurture it. Here are five actions that can help us to get started.  

Create an emotionally safe learning environment. Students need to feel safe to take risks. They need to be free from the prospect of embarrassment and public criticism. Respect, valuing, and support are crucial elements of an environment in which students feel safe to take risks and learn. Of course, a safe learning environment by itself is not enough, but it is a condition that we need to create to make taking learning risks feel like a reasonable commitment.  

Conduct empathy interviews. The more we understand about students who struggle to gain and sustain hope, the better able we are to reach and teach them in this crucial area. Explore the student’s history with learning, including that which occurs outside of school. Inquire about past challenges they have confronted and overcome to find success. Nudge for details about what they did, how it worked, and how they felt. What we learn from these conversations can provide helpful reminders and levers to instill, nurture, and sustain hope. Finally, assure students that we want them to experience this type of success, and the feelings that accompany it, over and over in our class.  

Give students a sense of control. Hope is closely associated with a sense of control. Helping students to see connections between their efforts and learning outcomes can be crucial to the development of hope. We can start with small things: making choices about activities, what to do first, with whom to work, and so on. Over time, we can expand and build choices to include use of time, learning strategies, and other learning drivers. The goal is to help students gain a sense of agency relative to their learning.  

Coach students to set goals. Goals are tangible elements of hope. Goals create a path to the future. We can help students to break goals into specific, actionable steps so they can see how they can get from where they are to where they want to go. At first, the goals may be modest and short-term, but over time they can build into more challenging and significant learning targets. Initially, students likely will need instruction, coaching, and support. However, we need to be careful to ensure that the goals are owned by the student. If students perceive the goals as ours, we will have lost much of the leverage the goals can provide. 

Encourage students to reflect on and talk about hope. At first, students may be reluctant to discuss this aspect of their learning. To build awareness and comfort, we might start with activities such as writing about or discussing a sentence stem like “Today, I hope…” as a warm-up activity and collect or invite reflections at the end of class. We might share vignettes of people who persisted and prevailed in the face of a challenge because of the power of hope. We can also connect examples of how the power of hope led to solving complex and difficult challenges related to our subject area to make a connection with what students are learning. As students become more comfortable and conscious of the power of hope, we might even have them write a letter to their future selves describing who they hope to become and why. 

We do well to remember that the level of hope in people ebbs and flows. We may see progress one day, followed by a day that will require more attention and reassurance. Experiences and circumstances can impact hope, especially as students are building confidence and growing the power of their hope. We must be patient without giving up. As hope grows, we can be assured that in the face of struggles and setbacks, we will see students bounce back faster and persist longer.

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.  

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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