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?
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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 »
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… Read more »
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. 🙁
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 »
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,… Read more »
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… Read more »
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.… Read more »
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.
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.
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.
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… Read more »
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… Read more »
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… Read more »
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… Read more »
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.
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 »
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.
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 »
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… Read more »
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!
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.
I agree being approachable and providing a role model are important in gaining respect.
Agreed. We reap what we sow.
Thats true Carol! Ive started approaching people “with a full cup” of respect. Being flexible is an essential part of it
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 agree Cassie that students feel safe as the relationships builds and the respect comes along then too.
I agree when you have a respectful class students reach their goals in a supported environment which gives them a positive learning experience.
Respect – sounds easy but you do have to work at it. Your wording makes me want to make sure I do this each and every lesson.
I agree Cassie, without trusting relationships where students feel comfortable and valued then they will not be confident in striving for those goals
I agree Cassie when students feel safe and respected for who they are they begin to enjoy and strive within the learning environment.
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 »
Hi Jessica I love your comments. i totally agree about humour and flexible boundaries being important to building respectful relationships with students – it is a give and take situation. We can certainly all have good and bad days and if i want to be ‘forgiven’ for mine i need to set the example for that. (not that i allow my bad days to encroach on my classes very much of course!)
Thanks for the thoughtful input (:
I agree with your sentiments. I also find that students will respect the fact that you don’t have an answer for everything, but are willing to collaborate on finding one. I also find that there is a positive reaction when you acknowledge that a student may have more expertise or knowledge on a particular topic, and you encourage them to share this with others in the classroom.
I agree that a sense of humour helps students to stay engaged and also allows us to build those relationships to develop that level of trust and respect . I think testing boundaries is appropriate behaviour, and second chances should be given within reason. Respect should go both ways, all people in our communities deserve respect, how can we teach this without practicing it?!?
Jessica, I particularly like your point about letting students gain a sense of control. Your learning environment sounds jolly and safe with boundaries set. Those boundaries can be challenged, as they are clearly defined. A sense of humour is essential in learning environments. Positive rapport is based on mutual respect and I hope my classes have it. Thanks Jessica.
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.
Exactly, I think it is so important to put that effort into learning the students names. Otherwise they can feel quite inadequate or ignored if they feel like their teacher doesn’t know who they are. Calling a student by their name definitely is an important starting point in showing respect. I will add to this though that I believe it is highly important to ensure you are also pronouncing a students name correctly. Otherwise they can feel like they are being dismissed or disrespected. Making that effort shows you care.
I agree Lorraine that learning their names as quick as we can and also total feel that the passion we have comes across and they then engage as the trust in that we are there to support and help them with honestly comes across. keep them involved and include is also a key.
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 »
It is a not easy to intervene when our students make choices which may not help them in their future. I guess the challenge is how to help them in making the right choices.
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
Laura, I remember when I first stared in a new college and my line manager had a go at me because students were calling me by my first name, and not Mr. I don’t see myself as a teacher, but as a mentor and guide.
Students respect you for the way you treat them.
I also agree with your authenticity and allowed to question…. are we always correct ??
Are we open when we make mistakes?
I had a similar experience but with a full-time (senior) teacher and I was a new part-timer. He insisted on being called Mr W… in class “but if they see me in the street, they can call me what they like.” From day one I allowed students to call me by my first name and I got on quite well with the students to the point that one particular student hated Mr W… and vice versa, but the student liked and got on well with me. I’m sure personality has something to do with it too but it certainly helped… Read more »
Yes i agree being authentic is very important in developing relationships with students
Hi Laura,
Your comments are certainly prompting some excellent responses! I am in my sixties and like you i felt i aligned more with the post-modern mindset. i guess some of us change with the times more easily and yes it probably comes down to personality or experiences.
Like you i am a big fan of authenticity and questioning……probably because i am a questioner myself. i think a lot of what goes wrong in the world is because people didn’t question so i it is important that part of students learning is that thoughtful questioning is a valid behaviour/response.
I wholeheartedly agree with you that attitudes towards respect relate to culture and personality. It can stem from their upbringing as much as from their peers / generation.
I think both ‘young’ and ‘old’ show varying attitudes toward 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.
great suggestion Jodie, I think that is an important starting point, and one that greatly supports trust
Yes, something I didn’t touch on in my response but trust is definitely highly important in gaining your students respect. It is always important to give your students the opportunity to reflect on how they felt about their learning. Not only does it show you value their opinion it also shows students how to value and respect themselves.
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
Adam you sound passionate about your teaching, I believe that students pick up on that passion in a classroom which contributes to the respect that students have for their teacher.
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.
hi Fiona, interesting strategy. how do you feel this accomodates for those students that are anxious or shy or otherwise reluctant to engage in classroom activities?
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 love this……personality plays such a big role in being an effective teacher
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.
Barb, I think the getting to know your students as people is key to respect. If they know you care, they respond. I try and do the same, and even years later if i bump into them try and remember something about them. The learning content is interesting to pass on, but relationships with people is a deeper experience to be enjoyed
I agree Barb, being personable is an easy thing to do and it helps to give you something in common with your students when you can find out more about them.
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
Hi Jean,
this is an interesting, I have never thought about learning luggage but now that you have said it, I totally get it and agree with it, especially because we all come with those previous experiences, some positive and some negative around learning and this often does impact on ones ability to develop respect both as a teacher and as a student.
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.
Yes I would agree with your comments as an adult educator – being present in the moment and genuine about content is important to all learners
contextualization of content (especially the dry boring stuff) is a good way of connecting with learners I own up to WHS legislation being a bit of a snore fest but totally applicable in health industry
As a TAFE teacher, I can relate to this. It is interesting to see the different values that comes with each generation.
Yes…..students can easily see through you when you are not being real and this does nothing to build trust in a relationship….let alone respect.
Deb, this is often challenging with mixed groups of learners but acknowledging difference and learning about each other definitely builds each students confidence.
I can relate to this comment, its really interesting to see a class like this come together and share some of their values and learn off each other.
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:)
A agree Megan, this is a good approach
Great strategies you pointed out Megan.
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Yes I agree with your comment on a team of learning. At TAFE we not only teach a qualification but we teach the skills needed in the workplace, learning and working as a team is one of those skills.
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.
I totally agree with your comment how do we continue to have this hierarchy where teachers are at the top and learners below especially in senior years when we are transitioning to becoming an adult learner
Yes leading by example is a big one thanks David. A good reminder thanks. Adam
Yes, as I TAFE teacher of adults, I have them use my first name rather than a formal title. I do agree that it is important to lead by example.
There are have been a lot of changes in regard to respect in the past 10 years. I feel the formal title are definitely a thing of the past. As we as teachers need to change some of our practices in regard to the 7 Languages for respect to adapt to the millennial student, it will be a difficult task to gain respect from these students who don’t want to be in the classroom.
In saying this I feel I have respect from most of my students as i do engage with them and Listen to any issues they have
Absolutely correct! What do you do about students who do not turn up in the class? The belief that the future is always going to be rosy is partly responsible for this attitude. I believe the parents need to play their role. This is real challenge for the society.
For me it isn’t about the use of formal titles or students demonstrating that they trust me. Trust needs to be earned over time – its a measure of success in any relationship. Even as a baby boomer I have never had respect for titles. Respect has come from actions. So I just assume that it is the same for students, particularly given that I work in vocational and higher education. The other points, for both students and teachers, are simply what I would expect of a professional relationship. I am mindful not to make assumptions based on a person’s… Read more »
I agree Stephen – formal titles have always had a 19th century feel to me; I guess it depends on your upbringing though – I do recall my grandmother addressing her closest friends as Mr and Mrs… To me I found that quite impersonal though they were offended if they were addressed by their first names. I don’t group learners into any category, I believe they each come with their own strengths and desires for improvement.
I agree with your comments Stephen, trust is earned over time.
I’m a gen X’er and always thought respect should be earned and go both ways despite my upbringing So I suppose some of this applies to me too. I can see both sides perspective.
I feel respected when my students are confident to approach me as an individual to ask questions, share a story or just general chat. As I deliver online and face to face this comes in a few different ways i.e. phone, f2f or via email. When we have workshops we ask our students to raise their hands if they have done something be it negative or positive and as a teacher I will raise my hand especially when it is a negative. I do this because I want to show that at some stage I didn’t know and I made… Read more »
Hi Adora,
I also teach across both F2F and online environments and I agree that it is about trying to create an environment where learners feel confident and safe to communicate openly. Establishing your own vulnerability does help in this process. I think of it as trying to create a relationship more akin to a mentor that aides in building that trust and safe environment.
I feel respected by the students when they input and engage in what we are learning about. When they share their experiences on the topic being learnt as this demonstrates that there is a level of trust and relationship for a student to be willing to share. When they have listened to what you have said and can engage with the content being taught and formulating idea and knowledge on the subject. I have found that greeting students warmly has had a great impact as it values them as a person, builds relationship and sets the tone for learning in… Read more »
Alison I agree understanding the students driving reasons to learn can build an instant respect. Once you know why they want to learn and acknowledge that the respect runs both ways.
It is difficult to gauge my students respect as I deliver flexibly, however when they contact me by phone or email to not only ask questions relating to their studies, but to also share some aspect of their lives, I feel I have gained their trust and respect.
Hello Kaye,
I’m am in a very similar situation as our delivery is blended, f2f and online. I can relate to your comment as I have student engage with me about their day-2-day life as well as questions about their assessments or learning content.
Kaye it is more complex to gain respect when not face to face. I agree showing interest in things beyond the classroom helps build trust and respect.
I work as a Support Teacher with students who have low literacy and numeracy. I always greet my students and begin by asking and listening to their stories and lives outside the classroom. I give them feedback is they are asking for questions that don’t necessarily relate to their intended activity. If they arrive late for class, I genuinely ask them to try next time to be on time. When working with them I work through their assignments, asking if they understand what they are asked. I approach each student as an individual, so being support is an added part… Read more »
Maureen I think this approach is wonderful and I follow this way as well in my delivery environment. It really helps learners as they just want to be engaged on there level and things to be clear for them to understand. As all students have barriers with learning and if we understand them then they will continue to learn and we will be able to then prepare them for there career pathway.