Reading – The Seven Languages of Respect
Share your experiences. When do you feel respected by your students? Is there something that you have implemented with your students that you feel has encouraged respect?
IMPORTANT NOTE – Teacher PD Accredited Hours
If you are participating in this forum as part of obtaining Teacher PD accredited hours please be aware that you must complete steps 1 and 2 below in order to meet the requirements of this forum and in order for you to receive your accredited PD hours.
You are required to do 2 things:
- Add your own contribution to the Community of Practice Forum
- Respond to at least two other posts on the Community of Practice Forum
Yes, a lot has changed in education, and we are dealing with a very different world. I think the seven languages of respect for teachers and students is exceptionally important. I also think an educator who has a positive attitude towards their students and their job is a way to earn students’ respect. We all have bad days, but we should strive to remain positive even on our worst days. A positive attitude can go a long way in any environment. Perspectives on the future resonates with me. Many times, I have told the younger generation, it is okay if you are not sure of what you would like to do in the future. Take your time and determine the path that is for you.
Being positive and engaging is a big motivator for them to come to class. Then again, I feel it is also okay to share when the morning or way to work wasn’t great. It shows we are human and through sharing, we are caring too. They can also have a bad day and I offer them a few minutes to get a drink and come back. The more we read their body language and are there to listen to their concerns, the more they work harder when it comes to pleasing us with assessments etc.
The more we give, the more they are willing to give in return.
That being said, it is not a reason to take advantage of someone’s kindness or flexibility, but when it is taken advantage of, I address it right away.
But those are rather rare cases of students.
Yes Joanne, I agree with you on this one. Staying positive helps
I feel respected by my students, when they either turn up to class, or let me know they will not be able to come. I have recently acknowledged students differing circumstances, & planned for my class time, in a way that meets their current needs. I also ask for constructive feedback, after our first class, in the middle of a semester & at the conclusion of the semester.
Yes totally agree. The demands on learners these days mean that a level of flexibility is needed for students to be able to learn. Casual workforce, families and life can get in their way and if we show an understanding and empathy towards learners they show respect and appreciation.
I work in the TAFE sector and have found that respect from students is a result of my behaviour not a right of my position. By believing in the individual student’s ability and goals I’m able to form a relationship suitable for the educational environment we are interacting in.
Thanks for sharing this. The statement you make, resonates with me. So, true!!
Absolutely agree with you Andrew. Our behaviour determines whether there will be disruptions or not. Good behaviour leads to fewer disruptions which results in more time left for us to provide direction to the class and students will have more time to spend on-task.
Hi Andrew i completely agree! Make a great point
I absolutely agree, i have seen both sides of this. positive and negative, within my section.
Totally agree here. Positive relationships, engaging with students , finding out about interests and finding out what supports students need to achieve their individual goals goes a long way to earning respect.
I fundamentally believe that relationships are the key to success in all teaching and learning. I felt this in my own schooling, and this drives my teaching practise today. I teach young people as well as adult learners, I myself am a young teacher so I often find I have to adapt the other way to suit learners that are often older than I am. It is a very interesting dynamic that definitely impacts the development of relationships and the subsequent efficacy of interactions and learning.
Tayce I agree that relationships are key to successful teaching and learning. The students forming of learning relationships and friendships or tolerances over the teaching sessions can be as valuable as the course content. I have witnessed students with obvious age, experience, and educational differences find conections that enable them to work together, respect each other and thrive together in the learning envirnoment.
So true, adapting to all different kind of generations in one class can be a challenge. You see the older generation rolling their eyes at the younger generation.
Finding ways to connect with both by acknowledging the wisdom of the older generation and by embracing the free thinking mindset of the younger generation, is also a great way to have thought provoking discussions in class.
I’m a TAFE teacher who believes deeply in the importance of relationship and connection with my students and colleagues. For me, I find respect is not given unless reciprocated. Relationship comes out of a sense of safety and authenticity, coupled with respect, mutual understanding and a belief we are all different, but have our own part to play in this world adds to this.
I 100% agree with your comments surrounding safety and authenticity.
I work in the TAFE Sector and work with a variety of learners including those from Gen Y and Z. The needs of every student is individual and should be based as such. But at its core is respect. The Seven Languages of Respect for both Teachers and Students make a lot of sense and will definately help form part of the relationship and tehniques I use in the classroom.
I agree with you Melissa, most of my students are gen y and z too. If I don’t allow for flexibilty in the classroom and listen to their stories they do not engage in my stories ( i.e content)
Hi Melissa, i completely agree. I too feel the 7 languages of respect will definitely be something i bring into my future classes and groups.
I thought I knew a few things about teen agers when starting to teach Tvet.
But I often discuss things with my teen age kids (not mentioning students but situations) where I ask them how they would feel or what it would meant to them.
I do believe this helps me in the class room as I do have good report with them.
It is similar to coming from a different culture, I need to listen and observe and ask questions to really know how to get to the best outcome for everyone involved. Don’t assume, ask.
That is such an interesting parallel that you have drawn between generational and cultural adjustments. I hadn’t thought to approach it that way before. Thank you
I love this ! yes, i have also learnt – don’t assume, ask 🙂
I work in the VET sector and teach at TAFE. My students are predominantly young adults from the gen Y era. I am personally from Generation X, and I find that the two different eras differ considerably. I think respect in the classroom is one of the most important aspects, and therefore I find it very useful to understand who my students are. I really found the seven languages of respect for both teachers and students exceptionally useful and interesting. Using these help break barriers and builds better respectful relationships in the classroom.
Exactly Mark, a great Insight for all Teachers
I agree Mark, understanding the seven languages of respect for both teachers and students helps us to better connect with students, and ultimately aid in learning 🙂
As a teacher of this time I find you need to be up with the times. We need to know how the Gen Y people think and feel and what they expect. They definitely love to be heard and being given an emotional response, they want to feel important and respected. I feel a good teacher needs to be a bit of an entertainer, passionate, engaging and interesting.
I’ve noticed this is the case with my TVET students – emotional response….sometimes I feel like I need to be a bit of an entertainer sometimes. I certainly use humour to engage 🙂
100% agree Natalie. Every generation of students brings new challenges and new insights to education. We have a role to keep up with the changes and continually upskill.
I agree that a teacher needs to be engaging, passionate, interesting and a bit of an entertainer, I add flexibility as well.. Belonging to Gen X, its a different thing for me to understand all the 7 languages to understand my students of Gen Y. But I hope I will try these and see how it works
I work in the VET sector. I find respect in the classroom is extremely important when establishing a collaborative environment. It sets the tone for healthy interactions. We can learn so much more from each other if we are willing to listen and share our views.
100% Karen and its forms the basis of a great classroom environment.
You make a good point Karen about the establishment of a collaborative environment. As teachers we can play a key role here by encouraging the students participation to negotiate what the collaborative environment might be for their particular cohort.
Totally agree with you Karen. Collaboration in the classroom is important, but not just for teaching. We as teachers often play a significant part in our students lives and are often more than just teachers. We are role models, mentors and sometimes friends. This can’t be achieved without collaboration and mutual respect.
I am an ESOL teacher working in the VET sector. Most of our students are adult learners but I think this topic is still relevant to us. I have reaped the benefits of what Michael has suggested throughout my career as a teacher. I always by respect my students, call them by their names, give them time to tell to their stories and allow them to ask questions. I will implement more of Micheal’s suggestions in my classes such as giving responsibilities to the students and more.
100% agree with you. Even though we’re teachers we can still learn, and I too will work to implement more of Michael’s suggestions into my everyday teaching.
As a teacher it is important to respect all students and hope to garner the student’s respect in return. With various cultures and ages within our groups, I find the need to get the gen x students to respect how the gen y students in the classroom learn. Engaging the students and having students take the lead in a discussion is often quite hard due to the nationalities and culture of our various students. If we can break the ice and get them to engage, the class becomes much more proactive and assists with their learning. A fine line to tread sometimes but great once we get the students to actively participate and engage in the class. If one teacher can get students to engage, they will generally engage and participate in other classes as well.
Not only does it feel more respect-full, but is so much easier and enjoyable when students are eager, attentive and wanting to learn. Such as following a passion interest or hobby.
In these circumstances, being authentic with students and allowing them more freedom, flexibility and input feels easier.
Authenticity is so important as teachers and students can see it and feel it, then you gain a large level of trust and respect. Authenticity allows others to know who you are and where you are coming from, then they can understand you. Authenticity to me is honesty, if you are honest you are trusted and respected.
I feel respected by my students when I can feel the passion of their learning. They share their knowledge with me. I feel respect when they contribute to the agreed expectation of the class which allows then progress and succeed.
I wholeheartedly agree Karen. It is a two-way street.
i feel respected by my students when they actively listen, get excited in class and have lots of things to discuss and share with the Whole class regarding the topic. I also feel respected when they complete their assignments to a high level where they have obviously worked hard and used their creativity are knowledgable. when They come into the class room and great me with genuine happiness to be in the class room and to see me there. when they ask if they are going to have me again next term!
It is great when students enter and you feel that they are genuinely happy to be there isn’t it!
I feel respected by my students when they are courteous and polite, actively listen and engage, and do not misbehave.
I teach in the VET sector and admit I often struggle with not feeling respected. Many of the students I teach are high school age. They often do VET courses as they struggle academically and feel they won’t need the Language, Literacy and Numeracy skills needed at school. Unfortunately that is not true! The reason for attending this training is to bridge the divide between myself and students while helping them to realize they can accomplish things that seem difficult. I have been experimenting and can agree students respond to being greeted warmly by name and like being given the opportunity to be treated as adults. They love telling their ‘stories’ or experiences. I must be old school as I feel disrespected when students are late, use their phones in class and speak over the top of me. I’m experimenting with being more flexible, not making a big deal if they are late etc.
Amazing Glen. I really concur with your struggles and am encouraged by your progress. It adds to my motivation to keep “experimenting”.
I hear you, I often ask them what suggestions they have to complete their work. I can only do so much but they have to put in the work. They can talk, but only if they all get their work done and if 1 students is not able to, they need to be quiet.
Thanks for sharing Glen. I totally agree. As far as my TVET classes go, I definately feel I need to adjust my ‘skill-set’. What Michael has refered to in Session 1, has really made me reflect on myself, how I teach & the relationship building I currently do with my students – there really is a gap, so I need to work on my behaviour!! I need to really reflect on my current practices, modify some things, &…..be more flexible 🙂
I feel like I landed somewhere in the generation for whom the older folks expected respect, but we were only inclined to give it if it was earned. We might be polite and not overtly rude , but if we didn’t feel respect it was going to be very hard to fake it and go the extra mile or work for very long for that person.
I can definitely agree that feeling respect is vital. Both must ‘feel it’ and we need to find the currency that is accepted by the other.
As a VET teacher I have always made a point of welcoming all students as they arrive, and not making a big deal if a learners arrives late. I found that by having students that arrive late just come in quietly and join the class, is better than stopping the class and restarting – they know they are late, they do not need me to tell them that. I also encourage learners to share their experiences and stories as a way of showing that their thoughts are valued. And I’m not afraid to admit I do not know something – makes me more approachable and authentic.
Agreed, admitting we don’t know everything makes us much more human and approachable. 🙂
Jackie, i agree with all that you have written I do the same. There is no point in calling them out or making a spectacle of them as this in its self is disrespectful and assuming that the student did this on purpose, but for all we know something beyond their powers could have made them late. Always give people the benefit of the doubt and give them the chance to tell their story.
I agree, no need to make a fuss about late comers. Just keep on with the lesson and catch up with them later so the flow for other students is not affected. I do discuss it with them privately if it becomes a habit. I can the get an insight in to why they are late and this can lead to better understanding the student and their situation. Empathy and trust come into play and helps foster the relationship.
Working in a VET environment for over two decades I have learnt that respect is vital in building rapport with your students. I always share my own experiences but most importantly encourage them to share their experience and industry stories (currency) with the class so we can all learn together.
Agree, “Respect is vital in building rapport with your students” it is a two way street.
Agree. being able to share experiences not only builds respect but allow a relationship to develop. Relationships encourage a greater learning platforms and set students up to succeed.
I believe team learning is the quickest way to learn. I learn from my students, they learn from me.
A recent discussion with teenaged students moved on to talking about pathways they might pursue on leaving school. There were some who had clear ideas and passions – whilst others had “no idea” and were not particularly bothered by the fact. I decided to ask this latter group to identify 3 things they considered themselves to be good at. Most didn’t think I was serious. Why would someone be interested in what they could do? The majority immediately answered “nothing”. When I pressed them to think again, just to name a single thing – they started to respond. The responses were amazing and their was an instant shift in the mood and engagement of the students as they declared their strength/talent. Simply being genuinely interested in finding out about something they were good at resulted in them having a new respect for me. More significantly, in sharing that strength with other students, they gained some respect for each other.
I love this approach. I try to get my kids to think about their future in terms of what their strengths are, and what sorts of problems they like to solve.
Yes this is lovely and so encouraging and constructive for them. a great way to build their esteem and also it shows you care enough about your students to be bothered to push them to think and get a good outcome that is so helpful to them. i will take this with me into my classroom
Working as an ESOL Teacher to NESB students, I found out that students love to know that you are asking something about their culture – ie their customs and traditions. This can win their friendship and trust. This trust encourages students to be more active and participate better in the classroom. At the end of the course, I was able to gain their friendship, trust and respect in this way
You are absolutely right Cynthia. I have been working as an ESOL teacher for 10 years. I find that this is the first step in gaining students’ respect and trust.
Working in a VET environment with students (clients) from different backgrounds has been a challenge over the years. Respect is a given from some of our students, but that can be detrimental to class discussions. These students have always been taught not to talk in class, don’t ask questions and usually won’t advise you that aren’t understanding the content. I find this challenging as it’s hard to breakdown the barrier.
As a mother of Gen Y and as a teacher a strong point with respect I feel, Gen Y need is to be listened too. Really listen to what they say, don’t interrupt wait until all has been said and then clarify. Tough to do sometimes when time is short but worthwhile in the respect issue.
Hi Mary Ann
I have had the same experience with my NESB students so what I did is to use someone
from their own country to act as an interpreter. The interpreter is used as an in-between person between me and the student. Once the students understood the issue then I asked them to tell me what they think of it. Sometimes it works for me.
I am a VET trainer and have worked with many young learners. I have always treated greeted students by their name and have always been open and honest with them and show a genuine interest in ‘their story’. I find that this builds respect and allows the classroom experience to be more engaging and rewarding for everyone.
I agree Nadia, I always believe that you should treat students that way you like to be treated ‘with respect and trust’ at all times
I totally agree – always get a great response from learners when you show genuine interest and are welcoming.
I agree, being honest and asking them how they feel about thing will almost always end in a positive way and can open up conversation that will build respect and a solid relationship.
I’m an Executive Chef, and the principle to develop respect are the same as in the classroom. I was the last of Gen X, and it felt like the shift happened as I was transitioning to management. No longer was respect deferred when I had the title. It had to be earned. Trust is a massive driver. If I can trust someone to do the job, with out micro managing, or being overly critical, they will be receptive when I need to give them feedback. This working style has allowed me to be able to step away, and teach in some semesters a 50% program whilst still achieving in a full time, high responsibility job.
As a teacher, I notice the learners value the warm greeting, being trusted with tasks and taking time to listen to them. Being clear with outcomes and flexible with the path has always helped.
I’m a learning designer rather than a teacher but I have taught drama to high school students in the past. I felt respected by the students when they listened, engaged with activities and shared and tried out their own ideas when encouraged to do so. I feel giving them decision making powers and respecting their decisions gave them a sense of ownership of the production and engendered respect in turn. We were doing a challenging play that used a made-up language and they initially feared no-one would understand. I had given them exercises to do prior to introducing the play that had them communicate in nonsense language and still be able to be understood by the audience (their peers). I gave them the option of doing the full (short) play, a shortened version, or another play altogether. As a group they chose the full play. They then committed fully to the production and gave impressive performances.
I teach in VET environment and have always felt I had a good rapport and respect from my students, and now I understand why, as I do a lot of the suggested things already, eg. Greeting each student by name as they arrive, allowing flexibility and responsibility in the classroom. I teach WHS, and many of the students work part-time jobs. Asking them to share experiences from work shows them that I value their experience and that I know they have a life and responsibilities outside of TAFE. Also if they ask a question that I don’t know the answer to I don’t try and bluff, I am honest and we find the answer together. This also earns respect.
Hi Julie, sounds like you’re ticking a lot of boxes! Sharing real experiences are great learning opportunities for everyone and, I imagine, leads to the students feeling more like collaborators than simply learners. I like that you ‘find the answer together’ with your student(s). In early high school I once had a teacher reply that she didn’t know the answer to my question and then tell me to go and find it out and report back to the class. I was very shy and the effect of this was to stop me asking questions! Working with your students is a much better way to go and also teaches them research skills. Go you!
Hi Julie, that is great and I too can relate to what you are saying. Simple things like greeting the student by name is golden. I just find it so interesting that many teachers / trainers still don’t do this. 🙁
Hi Julie, great to hear that you are doing everything right in showing ‘respect’ to your students and in return they are showing respect back and also enjoy their classroom experience.
Hi Julie,
I also have found admitting when I don’t know something to really open roads to better relationships. It also often leads to light hearted funny exchanges that further strengthen communication and mutual exchanges. Students love to know the teacher is still a learner.
Hi Julie
I too teach in the VET sector and I know when teaching TVET I could gain the student’s respect by welcoming them by their name and allowing flexibility in the classroom. We would have a quick ”catch up” about their weekends, how school was going etc and we had some ice breakers (games) to relieve some of the boredom of a dry subject like accounting which helped to get students to actively begin participating in discussions etc. First lesson was an intro lesson that I would take notes on what they like to do to relax etc, and would sometimes refer to these when having discussions in class. It showed the students that I respected them enough to remember not only their names, but also some of the things they liked to do.
As a teacher of mostly young adults and mother of teenagers, the “Shift Happens” session resonated with me. I have noticed the changes in approaches to communication in particular and I teach Marketing so it is something that Marketers have had to adapt to. Teaching young adults, I have learned to view myself more as a “facilitator” rather than a “teacher” and I find that helps with the shift and the issues around the conflicting notions of respect that were discussed. As a Marketing and Social Media teacher from Generation X it is very important to gain the students’ respect as soon as possible. There is often a perception that someone from my generation could not possibly be current so I encourage students to find and share examples from the industry (Hospitality and Tourism) with the class, including (appropriate) overseas examples. They usually enjoy this as it shows that I value their contributions!
Erica, I can totally relate to what you have written. As facilitators in the VET area it breaks down that school mentality students often bring to our environment.
Very interesting insightful and informative sessions in “The 5 Shifts Of Change” in “Engaging the 21st Century learner” by Michael McQueen. Michael navigated us through the transition from “modernist” to “post-modern” views and thinking in education over the last forty plus years and how best to engage learners now and in the future. The terms of the word “TRUTH” changing from being ”’absolute” in the past to “relative” in the present is a “game-changer” in terms of the attitudes, mindsets and expectations of 21st Century learners and the younger modern generations. This shift also challenges our own beliefs around what the word “truth” actually means.
It is clear that to be an effective teacher in this modern age you must be able to build positive relationships with students based on the notion of respect not being bestowed according to age, title or role but being earned by both teachers and pupils. We have learned how the principle of mutuality and the law of reciprocity also apply here in terms of teachers and students showing warmth and empathy, seeking to understand and being kind and pleasant towards and accepting of each other as “real people”. These are all counter-cultural forces which act against apathy, indifference, disrespect and the power of digital filters and can influence positive universal changes in attitudes, relationships and human behaviours in our “post-modern world”.
Hi Catherine, I too found it very interesting. No longer is the classroom a ‘command and control’ but a ‘respect and learn’ – environment.
As an English as a Second Language teacher, I feel that I am respected when learners are actively listening.
While this session has been about Gen Y , in the ESL classroom we have issues that are usually culturally based, i.e. first language/country of origin transference.
Beginner learners usually use the word ‘Teacher’ rather my first name. Learners usually do this because it is seen as a sign of respect in their countries of origin.
At post beginner & Intermediate levels we encourage learners to use our first names to aid social inclusion.
Some learners have different ideas of time, which is usually cultural. Therefore, they may come back late to class from breaks. Such cultural expectations and their benefits, are context-embedded in language lessons. This assists with their development, understanding and use of respectful practices, whether in the class room or in the community.
But overall, whether I am supporting vocational or ESL learners , I have found that knowing lesson content, learners’ names and being happy and friendly, creates a calm environment for mutual respect and learning.
I teach vocational and higher education too. Years ago a Korean student explained to me that using the word “teacher” conveyed great respect in his culture. I explained to him that in Australia it could be misconstrued that he could not be bothered to remember all of his teachers’ names. He was horrified by this so I reassured him that I was not offended. We decided to compromise with “Teacher Erica” but he really wasn’t ever comfortable using it so I was happy to be “Teacher”. After he finished he said he had learned a lot from me so that was great. I told him that I had learned a lot from him too.
I teach vocational and TVET. I have always respected the students that have put themselves out there to further their education and career. I just finished teaching adult learners who needed different skills to enter the workforce. Before each class, I would acknowledge their dedication to learning. I would try to remember every student’s name, and if it were difficult to pronounce their name correctly I would ask them to repeat their name and explained to them out of respect I would like to get the name right. The students thought that was really nice for me to do that. I showed a great interest in their background which they loved speaking about.
I encouraged open communication students who were too shy to speak at the start of the semester. English being their second language felt so comfortable in the class they started to share their own stories. It was not individual learning; it was collaborative. Reading the 7 languages of respect has put everything into perspective for me—such a great read.
Erica, I understand where you are from teaching in China on the TAFE program and experience many different things. As your Korean student, the Chinese students were the same. So respectful to the teachers. The difference in China was and still is the teacher-centred who provides the knowledge. Great experience.
It sounds like you have a good understanding of your learners cultural norms and how to work with them to create mutual respect. A challenging but very satisfying group to work with.
Hi Kim
I too, found that knowing the lesson content, and being friendly and respecting my students rights helped me gain their respect and trust. Thus, they participate better
in the classroom and go home happy and hopefully more confident in their learning.
With regards to coming back late to class from breaks, I talked to them about my expectations, ie what time to come back from breaks to minimise any disruptions to lessons.
Hi Kim,
As an ESOL teacher, I think that you have summed it up very well. I would like to add that respect is always a two way street but we sometimes we tend to ignore it when we view ourselves more knowledgeable, experienced or in a position of authority.
Interesting to hear about the differences in respect. Older gen its assumed, younger gen earned. Insightful.
Yes, this session has also made me think about the differences between generations, whether ESL or Vocational learners, and to balance the Languages of respect.
Yes Kim I agree with you. It has also made me think about the different “Languages” of students and teachers but that basically no matter the generation and no matter the differences we all want the same…to be understood, valued, respected and accepted.
I totally agree it doesn’t matter what generation you’re from respecting and valuing other peoples opinions is very important.
I teacher higher education.
I feel respected by students when they participate actively in the classroom activities be it through asking a question, completing an exercise, participating in a Kahoot quiz or classroom discussion. This indicates to me that they have been listening and are engaged.
I always take the time to give students individual feedback during class time and I feel the attention I give them pays me back in spades.
Good stuff.
Hi Marie, I agree engagement is a key to respect as well.
I am currently teaching in the VET sector.
Greeting students by their name in a warm friendly manner as they arrive, has created good rapport and set the tone of the lesson. I also request that the students call me by my first name as opposed to “Miss” as this creates a mutual respect and helps build a relationship between two parties.
In addition, I ask for feedback from the students on how the lesson can be improved which involves them in participating, which is a positive outcome.
Sounds appropriate for VET.
Using the first name is a great way to get a bit more personal and connect in a ever so slightly deeper level. It can also open some interesting conversations so the students know you can about them personally.
I teach in the VET Sector.
I feel that I have earned the respect of my students if they stop to thank me for having learned something useful from the lesson.
I have encouraged my students to turn up for the lesson on time as coming late for the lesson required me to “start again” disrupting the learning progress that I have made with the students who did turn up on time. I find that the group shows respect to each other and myself by turning up on time to each lesson
Dylan, receiving a thank you from your students is definitely a gift and a confirmation of respect between you and your students.
Thank you for sharing your experience.
Encouraging students to turn up on time, not because it is expected, but because it shows respect for one another and the teacher is a great idea. I will definitely be using this in my classroom. Many thanks for sharing.
Yes agreed, a learner’s thanks are always welcome, it shows respect and also inspires me.
Wow! Students thanking you is great feedback that they value and respect the learning content and your role in conveying it 🙂
I also really like the idea of moving the impact of turning up late from ‘you have disrespected me as the teacher’ to ‘you have disrespected your fellow students and the group as a whole’. This changes the whole dynamic from the individual to the group and encourages consideration for others and not just oneself. We definitely need to see more of that attitude in society – from all ages! Wonderful to see you teaching it.
Hi Dylan, Thanks for sharing.
its a great feeling to have the gratitude of the students. I enjoy when they ask advice about their career, current workplace. his semester I had one email me to ask if I was teaching this semester so they could catch up.
I’ll always try to give an interesting story, or info in the beginning of the semester, so the students know they miss something. Normally by the 3rd session, they are there.
I teach primary and secondary students. At every level, I fashion an atmosphere for the students feel safe to engage with each other and with me. A focus is also for them – at every age – to feel strong and proud and safe – in their individuality and uniqueness. I, too, feel strong and proud; I am proud to have earned respect and certainly give my students every courtesy and attention. An additional point: show the students that you are happy to see them and that you value their company. At the end of the lesson/ of the day I always find something positive to say, such as ‘i enjoyed my time with you’; ‘it made my day being with all of you’ and, of course ‘thank you’.
Thats lovely Gilda that you thank the students for joining and participating in your lesson at the end of each session
Gilda, how fortunate for your students to be in your class to experience that sunny climate every day. How do i enrol in your class as it sounds empowering.
Respect is something that you build with your students, regardless of the age, from the very start. I have taught undergraduate students but also preschool children ages 3-5. The children feel when you are actually listening to them because you are tuned in, your body language shows. That is respect for me. I also like to think that respect is willingness to learn from your students, teaching and learning together with them.
Hi Ljiljana,
Yes I agree, we have a lot to learn from our students too. I teach adult students and the breadth of experience they bring to the class room is amazing
I totally agree. I teach vocational and higher education so I learn from my students all the time and really try to create a collaborative learning environment. I have learned that is OK to not know something and I am quite happy to ask the students to “look it up” – considering we have laptops and/or mobiles in the classroom now! Embrace the technology!
I have taught across multiple sectors including school (Primary and Secondary), tertiary (University, undergraduates and postgraduates) and now in the vocational sector, and for me the similarity across all sectors with regard to respect is that students will show you respect when you show them respect, that is, a two way street. Showing empathy and attempting to develop rapport are ways that I have in the past developed/built respect with my students.
Hello Chris,
I agree with you, the respect in the classroom is a two way street. I have taught undergraduate students but also preschoolers and now am in the vocational sector (still teaching preschoolers as well). Regardless of the student age, building respect is all about showing genuine interest and willingness to know each learner from the beginning.
Yes Chris I agree with you. I have a similar education background and have found that being warm, kind and empathic serves to help build respect, trust and mutual rapport.
“R E S P E C T find out what it means to me!” Aretha Franklin and Ottis Reading gave rhythm, beat and popularity to the most vital of human relationship building blocks- Respect.
Respect is reciprocal in all healthy relationships. Respect enables active learning to flourish.
To be enlightened on the “Gen Y perspective of respect” is reassuring and encouraging.
Reassuring:
* I can see why my previous (full time) class of Year 5 students were so successful in independently developing and running our school fete. They rose to meet expectations, their ideas were used for all aspects of the fete – site, types of activities, money collection, advertising etc and announcing to the school the funds raised. I took a chance with this group of students and it paid off in a big way.
* Having lived on the coast all my life until recently moving country NSW, I’m genuinely interested in our children’s stories and experiences – horse riding, turtles, snakes, harvest, wool title ribbons etc. I see good relationships developing with the children, I’ve shown interest in.
Encouraging:
* I’m currently a primary casual teacher so “taking the first step” to build the respect is a great “take away” for me. It gives me courage. I won’t be expecting “to be respected for being the “teacher,” as I must earn it in their eyes.
*I must remember to stop and take the time to give students a warm greeting, whether they’re the only class for the day, or the fifth/sixth class in my casual teaching day.
*I still like time for orderly, quiet work, when it suits the task. I value being flexible, so students can learn and negotiate to produce learning responses in their favoured format.
*I enjoy seeing students engrossed in their work and happy that they have been “heard” – that they are clear and confident on the concept, content and purpose of the learning task.
The more we respect and understand each other, the better prepared we are to work creatively and productively together.
Hi Alison, I am a TAFE teacher (ESL) and I have also found that mutual respect comes from showing a genuine interest in learners’ experiences.
This, and frequent feedback , I have found leads to increased learner motivation and attendance.
Thank you for your post, it grabbed my attention, an enjoyable read!
I teach in the VET sector. A typical VET class comprises of students with different academic backgrounds, considerable age variation, and different expectations from the course. This presents a challenge but also a growth opportunity for the teachers. This inhomogeneous composition of ages and expectations when managed successfully is extremely satisfying. While some students would be happy to get through the assessment events, others would question the value of a skillset and the way it is taught and assessed. Like any other student group, we in VET sector do get gifted minds who need to be nurtured for growth. One of the ways to get most of the students onboard is to develop a better understanding of one another and their purpose of being in class. This exercise of understanding one another’s goals should be repeated on regular basis to ensure mutual respect and also the responsibility of the teacher to all students. When you listen to everyone’s view and respond respectfully and honestly, they will most likely understand. I regularly ask my students for their feedback and any ideas so that we can improve the delivery. It is important that teachers reflect regularly on their practice and prepare well for each lesson. Always remind yourself that role of the teacher is to build lives. With new electronic gadgets, only the methods have changed and not the purpose. Teaching students with various disabilities is still a challenge. Giving them more time is generally helpful. Look forward to hearing from my colleagues on this very important matter.
I teach a similar cohort and agree with the challenges you describe. Building a rapport with each learner individually, knowing their reason for being there is a good way to make sure you can deliver content so that it is relevant to their goals.
In my first session with a new group of teens/adult students, I spend time playing a fun, anonymous game with them through which we find out a little about each other and then together we form “Our Group Rules” based on the circumstances under which each individual learns best. Each student writes on a stick-it-note what they need in a classroom environment of peers to feel safe and secure and stimulated to learn and they place this on the whiteboard. We then discuss each anonymous contribution and develop our group rules as a team. A booklet is printed and shared and this becomes our agreement for all future sessions. This has worked wonderfully well in establishing respect amongst us all and is a great platform to better understanding each other’s needs from the outset. Everyone has an equal opportunity to have a voice and I believe this provides each student with a sense of this teacher is willing to hear me and values my voice.
Tracy, that sounds like a fantastic game to not only establish respect, but to also build rapport amongst the students/adults. And the fact that you are collating responses/group rules that is printed as a booklet is also a great thing, as the students feel a sense of ownership as they have contributed to it.
What a great idea! I was a cub leader for a time and we did a similar thing, with regular review so that everyone knew what was expected of them, and what would happen if they didn’t follow that code.
In my view, respect is most certainly earned – I aim to engage my students and make them feel like I am always on their side. I will help them experience success, support them through educational challenges and encourage and nurture their interests. It is my responsibility that each student in my class feels included and succeeds, and adapt my teaching to suit their styles. I actively listen to them and their narratives, whether about their interests or class materials, and I follow it up in discussions so they know I care and remember. This helps establish a relationship. This creates a feeling of mutuality and trust – and encourages their respect. I am dialogic, I avoid being authoritarian and I frequently let them know that I believe in them (giving them responsibilities, or reflecting on their learning progress).
Hi Maja, I like when you said I care and remember about your students. I feel the same, it is very important for a student to feel that they are valued, that someone actually cares about them.
I believe that Classroom respect is give and take. Both students and teachers need to earn respect form each other. I understand that respect is not given, nor do I believe that it should be as not all adults are trustworthy and fair humans. I do believe however, that students need to understand that just because a teacher disagrees with them, it does not mean that they disrespect them, different opinions need to be seen as the norm and not a relationships deal breaker.
Hi Belinda
You made an important point about disagreements – I believe this can also promote critical thinking and encourage students to have more empathy as they try to understand different points of view. One can disagree and still remain respectful and we as teachers can model that effectively.
Students need an atmosphere in which they feel safe to express themselves, without fear of being shouted down. Every individual has a unique opinion. Every person is a valued part of the group. They can be taught ‘to agree to disagree’. This is where the art of debating is questionable: people are taught to argue a topic- and – to win at all costs! Rather, we need to educate about the value of discussion and differing angles of opinion.
Setting the correct tone at the commencement of class is vital to how the rest of the session goes. Get that wrong and it can hard to bring it back together again.
I agree with you, Peter. However, if the session goes wrong from the outset, usually beyond one’s control, it is possible to reset, to rewind: you can even do this by telling the students that you want everyone to start again. With some age groups, you could even all go outside and re-enter the room, followed by a couple of moments of slow-down calm breathing. Now – all ready to go!
I teach vocational education and my students are distance students. They often require additional feedback, time and patience as they don’t have the luxury of face to face learning environments. When they are on their work placements I make an effort to let them know that I am there to help, support and guide rather than assess. It makes them feel a lot more comfortable and I believe when a student is at ease then you do get the results you are looking for more often than not.
I agree with your workplacement approach Sophie. I have always found students do better through a warm, supportive approach which allows them to relax more and do their best rather than focus on behaving in a certain way.
In the classroom, respect is a two-way street. I teach on a first name basis, there has to be some form of order so that everyone in the classroom can be productive and has some level of respect. This is usually provided by a negotiated framework in the first lesson of expected behaviours, attitudes and treatment of peers and the teacher. It is up to everyone to maintain a healthy classroom environment.
This sounds like a sound sense of boundaries which seems to be creating stability and security for all. I have students which will rebel too firm a framework and am trying to empower and engage them in a positive manner.
I work in both vocational education – currently online; and in the classroom with primary school children. My approach is the same – be honest and good humoured. As well as trying to know the content of what you’re teaching/delivering! If students – whatever their age, see that you are ”real’; admit when you make a mistake etc, then they too will usually respond to you in a more authentic way. My personal ‘catch phrases’ are to be consistent; approachable; flexible in my teaching approaches – if it’s not working, change it; and establish a relationship with the students in anyway that I can by getting to know them – if I’m in a hallway or playground saying hello to any student and asking them what they are doing, or if I know them, something about their day, goes a long way to establishing this relationship.
Hi Sharyn
Thanks for these comments. I think you make a really good point about authenticity – admitting we make mistakes as teachers not only encourages students to see us as humans, but also models how they can deal with mistakes – so if we make a mistake or fail, nest time we can do better.
I Teach at TAFE in a trade class with Flexible delivery so have many different age groups and demographics. I create a time through out the day for students to share a stories of the week that may have happened in there workplace. This shows that even though they work in different areas that some of the same situations happen. This has proven to encourage respect throughout the students and encourage different friend groups.
I like this idea and will use this for future sessions! Thanks Brenda.
Great idea. I will be using this in my classroom.
Establishing a classroom of mutual respect where all feel safe, having a trusted environment that creates a good space for learning and personal development. My teaching is based on the principles of inclusiveness. This involves modelling, turn taking, encouraging active learning, cooperation, peer interaction, sharing of relevant experiences, providing prompt feedback and positive reinforcement.
It is important to be genuine, authentic ( your actions match your words), consistent in your approach and patient. I am open to sharing appropriate aspect of my own life experience and learning from my students.
Joy I really like what you have said and strive to create the same in my classroom. Thank You.
Inclusiveness is so important – thanks for bringing that up. I think as teachers we all try to show that we value each person in our classes by making them feel included. I love that you spelt it out the strategies so clearly – it’s giving me more food for thought about what I actually do.
I agree with what you say–it is important to treat each person in the classroom with the same acceptance and equanimity, providing an opportunity for everyone to contribute in a positive way.
Joy this is fabulous and exactly what I aim to do as well
Joy, this is so well written and I agree that inclusiveness should be at the heart of teaching. Consistency is the key and helping students to develop their resilience should be considered in our actions.
Joy, we have a similar approach to teaching. I particularly like the creation of a “safe place” for learning, modelling and positive reinforcement. “Your actions match your words” is a good explanation of authentic behaviour. Patience is a gift wrapped in calm, confidence and respect. Thanks Joy.
I teach ESOL for adults and my students are always very polite and respectful however i feel most respected when a student makes the effort to arrive in class on time and try their hardest to complete tasks in class and feel comfortable enough to ask an array of questions. I find if I can share some of the hectic parts of my life outside of class with my students then they can relate a little bit better to me and feel more comfortable in class.
Yes Alanna building rapport with your students is so important and they see you as a real person and are more willing to engage then in the learning process.
Firstly i teach adult migrants and refugees English. They can be young adults right through to in their sixties.
I feel respected when: my students interact warmly with me and engage in the activities I have prepared for class. This may mean joining in and completing the activity or asking questions for clarification so they can join in more effectively, or asking why they should complete the activity in a productive way. i feel respected when we interact as equals I guess as it shows they see me as human and someone they are comfortable with.
I have encouraged respect by greeting them all warmly at the start of class and asking about their week/family/ what they are planning for the weekend etc (obviously i can’t ask all of them every class so i try to move it around each class, i make notes about things that are going on with them if they are significant things so i don’t forget to ask them how it is going/went next class. I am open to and encouraging of their personal stories and contributions in class and always dig out a positive comment when they contribute even if it is a stretch!) and I share my appropriate personal stories with them so they feel they know more about me than that i am the teacher. i also try to not rush out of class – i like to be the last to leave so they feel i like being there and i always say ‘thanks for today it was great’ or some such comment at the end of class as i think it leaves everyone with a good feeling as they head off.
What a great example you set, There’s a lot to be said for modelling the behaviour you wish to receive back.
Hi Keryn
This is a compelling post – I think seeking out positives regardless of the story really helps to establish a positive and inclusive classroom context!