We may not think much about the attitude or demeanor we bring to the classroom and share with our students every day. We might assume that the instructional strategies we employ and the materials we use are what matter most. Or we may think that our students’ dispositions and their readiness to learn are what will determine whether the day will be successful. We might even assume that how challenging the lesson objective is will determine its outcome.
It goes without saying that instructional strategies and support materials are important, that student readiness to learn matters, and that what students are learning can make a difference. However, these factors can be quickly and heavily eclipsed by the attitudes we ourselves present with and to our students every day. The unseen but pervasive atmosphere in our classroom on most days is formed by the mood and tone we project. For students who struggle, the influence of how we present how we feel about the day—and them—can have an outsized impact.
When we are grumpy, students pull back and may even become grumpy, too, in response. When we are angry or depressed, students might search for the reason and/or keep their distance. When we do not feel good about what we are doing, students pick up on it and may worry that it is in some way connected to them.
On the other hand, when our attitude projects caring, support, confidence, and persistence, all the other factors that can impact success become contributing rather than determinative. Let’s examine six key attitudes that can have an outsized influence on the success of our students—and by extension, us.
Patience supported by belief in potential. High expectations rest on an understanding that our students have the potential to improve, perform, and succeed. We may need to adjust the pace or moderate our approach, but when students feel that we believe in them and their ability to succeed, they are more likely to take learning risks and persist until they are successful.
Readiness to adapt and be flexible. We cannot accurately predict what the day will bring. We may plan meticulously only to face an unexpected interruption, encounter an unanticipated barrier, or experience the malfunction of a key tool or piece of equipment. Our willingness to shift, modify, or even abandon what we planned without undue complaint can reassure students that we know what we are doing and will not be deterred in our commitment to support their learning.
Empathy and emotional support. Students want to know that we care about them and value what matters to them. An attitude of listening and caring can have a lifelong impact for a student who is struggling or may be facing a significant life challenge. Taking the stance that our students are people first can make a big difference.
Valuing effort and progress. Not every student will immediately grasp a new concept or quickly master a new skill. Learning can take many paths, and students often begin their learning journeys in different places. Of course, we need to be concerned about outcomes, but the greatest value in the learning we foster is found in teaching our students how to learn. Helping students to find the best strategies, coaching the best type of effort to give, and supporting the progress they are making can have a much greater impact than a pat on the back for earning a good grade.
Passion for teaching and learning. Our students are perceptive, and they can feel when we want them to be inspired by what they are learning and curious about what more they might learn. Our excitement when they overcome a challenge or achieve a learning victory can send a powerful message about why we choose to teach and how we feel about them and their learning.
Consistency and fairness. Students want to know that we will treat them and their classmates equitably regardless of who they are or what their learning history is. Being consistent when enforcing rules and fair when students misstep can build trust and create a sense of security. When students know what we expect and trust that they will be treated fairly, they are more likely to engage in challenging work and listen to our guidance and advice.
When students feel a sense of optimism, patience, possibility, and empathy from us, we set the stage for success. We may make a mistake, students may struggle, and many things might go wrong, yet learning will still grow, students will still feel connected and cared for, and we can still have a successful day.
