In schools today educators are pulled in many directions and with so many mandates are left with very little autonomy. The class sizes are growing, the students needs are never-ending, mandates continue to come down the pipeline and laws are constantly changing forcing teachers to change and adapt the new demands.
Somewhere in the midst of this teachers do what they do best, teach. Teaching isn’t as easy as bestowing knowledge upon a child as some people may think. They can’t simply open up their heads and pour in information. There are so many conditions that have to be in place for learning to occur, real learning that is. Real learning? That would be the processing of new information, connecting it to something the child already knows and filing it away to future use (not just regurgitation on the next formative assessment).
How can we teach so that real learning can happen? What conditions are needed? Can we even control the conditions? Unfortunately there are things that are out of reach of the teachers. Lack of sleep, problems at home, stress from life outside of school, etc. are a few things that may weigh on the bodies and minds of children which we can only to our best to mitigate. So what do we do then? As a school feeding the students breakfast helps, encouraging the students to get rest albeit isn’t easy but can also help but most importantly the teachers can be there for the students.
Having a healthy relationship with an trusted adult can help a child. (Notice I said healthy, boundaries are there for a reason). Students need to know that you care. This can be very challenging with large class sizes. Knowing students names is one thing, knowing the students themselves is another. Getting to know them individually as a person and building rapport is very important. They don’t know what you know until they know that you care!
Once you know the students you are more aware of what base knowledge they have, what interests them, what they like and can use those things to help them engage in the learning process. Again , this is very difficult when teachers must ‘cover’ material quickly to keep pace with a curriculum schedule because each child is unique and requires effort on the part of the teacher to ensure each child is engaged in the lesson/activity.
Another piece required to providing an optimal environment is providing students opportunities to support one another in the learning process. Do your students feel that their classmates want them to do well? Do your students feel they have classmates who care about them? Would they notice if they were absent? If the answers to these questions are ‘No’ you have work to do. Many classrooms are competitive as most students see it as ‘every student for themselves.’ This isolates the kids and inhibits a positive classroom environment. Teachers providing students opportunities to work together, support one another in goals as a class as well as individually creates a positive and supportive environment.
You may be asking yourself why in the world teachers would ‘waste’ their time building relationships/rapport with students and helping students support one another?? Why? Because doing those things is critical to building student engagement and growing hope both of which are absolutely necessary for lifelong success. These crucial pieces provide students an optimal learning environment to build persistence, resilience, a life-long love of learning and pave a path of success that spreads beyond the walls of the classroom.
Are you growing hope in your classroom? Do you feel your child is in a classroom environment that fosters hope?
Don’t believe me? Check out these resources to learn more!
The Hope Survey
The Hope Survey Supporting Research
Assessing What Really Matters in Schools: Creating hope for the future
Hope and Academic Success in College
Activating the Desire to Learn
Hope Theory: Rainbows in the Mind
What is Hope and How Can We Measure It