The Seven Languages of Respect for Teachers and Students

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.

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 –… Read more »

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.

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… Read more »

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

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… Read more »

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’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… Read more »

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… Read more »

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… Read more »

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… Read more »

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… Read more »

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,… Read more »

Interesting to hear about the differences in respect. Older gen its assumed, younger gen earned. Insightful.

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.

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.

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

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… Read more »

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.

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.

“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… Read more »

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… Read more »

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… Read more »

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… Read more »

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.

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 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.

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.

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… Read more »

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.

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.

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.

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… Read more »

Respect for me is a 2 way street and I feel if I show a student that I will listen and be flexible with their learning then in turn they will respect and listen to me and engage in the learning.

Respect is key for the building relationships with students, when students feel respected for who they are, they feel safe and secure and are willing to take risks to learn and strive for their goals.

I feel most respected when my students are actively listening and/or engaged in their lesson. I always find that if you have a sense of humour with your students and allow them to have one with you, it always results in a positive and respectful relationship. Some students like to test boundaries, so with those more “difficult” students I always allow them to, within reason. By allowing students to feel like they have a little control and by being flexible with them it helps build a positive rapport. I also start everyday on a positive note and never take into… Read more »

I feel respect when students actively participate in discussions, activities etc. When I start with a new group, I endeavour to learn everyone’s names as soon as I can (I think this helps to show my respect to them). I am also passionate in my teaching area which I feel comes across in my lessons. Showing students that I want to be there and being open and approachable, I feel also helps with respect.

I sometimes feel that I’ve been passed over. By that, I mean that the Boomers gave respect to their elders and got their “expected” respect from their “juniors” but what do we gen X’ers get? Nada, zip and nothing….unless we earn it. But I’m OK with that because I know its not the millennials fault that they are what they are. They grew up and were taught in a very different world. It certainly helps to have a lot of empathy to both sides though.

We have to remember as teachers we are guides and mentors. We are assisting our students, who are people on their road to their destination We must respect them to the choices they make, whether to be successful or not to, study or not to study, and respecting them by not pushing them, but guiding them and leading by example The ‘treat people as you want to be treated’ catch phrase is one to be focused on as a teacher to a student and hopefully it is reciprocated by your student, but to be mindful they are from a different… Read more »

i found it an interesting session, but wondered how much culture and personality affects teachers’ sense of respect. I definetely do not feel i need many of the outlined practices to feel respected by my students, despite my advancing age!
i think one thing i have always included in my teaching is “authenticity”, and i feel this greatly promotes respect. I have always beliefed that everyone should ask why, and not simply accept “general wisdom” without question, which i think also promotes respect

The biggest sign of respect is when both students and teachers show interest in each other beyond the required content….simple questions such as “how do you feel about this” or “what are your thoughts” that are coming from an inquisitive intention rather than an authoritative are key starters to building trust.

I feel respected by my students when they engage with the lesson and actively participate. I try to earn their respect by listening to them and showing interest in their lives outside of the classroom.

I feel respected by students when I see that they have been actively listening and engaging, then ‘putting into practice’ the skills i have just demonstrated to them. Ie. The fundamentals of using a camera like a professional photographer
This is one of the many reasons i love teaching

I feel respected when students actively engage and participate in activities. I find asking students to present to the rest of the group about areas where they have interest and knowledge builds increased respect within the group.

My experience is your generation is an influence on the way you learn but not as much as your personality. I am often surprised how placid younger students are in relation to their involvement.

I feel respected by my students when they are engaged and actively participate in classes. I feel I have encouraged respect from my students by getting to know them, remembering things they have said in future conversations, for example if a child was sick, where they work, stories they’ve told. I always ask about their experiences in relation to the topics in class, which is an important part of adult education. I am not concerned with titles as a sign of respect, especially in an adult learning environment.

A mutual respect can be a challenge to achieve with many learners and teachers who have had negative previous experiences.
A discussion about “learning luggage” with both facilitator and learners is a good way to clear the air and set both parties expectations

I teach at TAFE and have had lots of positive experiences with all generations in relation to respect however it’s interesting that a cross-generational class (I have baby boomers; gen X and gen Y but not yet any gen Z) and they too find some challenges working together when they share different values however respect for each other has been apparent after ironing out a few issues. My experience has shown that being real with your learners enables them to experience a learning environment where they feel safe and comfortable to test new ideas etc.

I teach at TAFE and I feel respected by my students when they are enjoying what they are learning and engaging with others, plus when the class starts helping other fellow learners if they didn’t get it the first , second or third time. It becomes a team of learning not just a class of learns:) Then we are learning together as we are all in it together:)

Formal titles can disengage the modern learner. I feel trusted when students acknowledge me outside of class. Students also have a respect when teachers lead by example and do tasks themselves they ask the students to do.