What Exactly Do Students Want From Teachers?

Teachers have always been concerned in their pupils’ social and emotional development in addition to their academic achievement. However, this present period has been the most difficult for teachers in history. 

Albeit, what exactly do students need? 

Studies conducted in the area of social-emotional learning (SEL) have shown that kids succeed in school and feel more well-being when they have supportive relationships with their teachers. This holds true for pupils in middle and high school as well, since they exhibit better results when surrounded by kind and encouraging teachers. This is true not only during the initial years of education.

What does it mean to be an understanding and encouraging teacher? Research and practice are still at odds with one another, despite the fact that interest in this topic is expanding. Furthermore, very little is known about the ideas that students have about what it takes to be a compassionate teacher.

What Do Students Think Of Their Teachers’ Compassion?

Education academics assert that the abilities that enable teachers to teach consciously and commit their whole selves to the classroom are an important but ill-defined component of their expertise. 

Being “calm in body, clear in mind, and kind-hearted” are three qualities that Kevin J. Hulburt and his colleagues indicated as being crucial. Decades of study on the emotional labor of teaching, SEL, and contemplative approaches to education are combined in the Calm, Clear, and Kind (CCK) framework.

For many educators, the importance of remaining composed, articulate, and compassionate comes naturally. But do students believe they need these attributes from their teachers? And how do these attributes actually manifest themselves in the classroom?

Stay Calm

“Calm in body” in the context of the CCK framework describes a teacher’s capacity to control their own stress and maintain composure in the face of the difficulties that come with being a teacher. 

Many students used themes that reflected a teacher’s capacity to create a tranquil environment in their classroom as well as their propensity to be patient, calm, and non-reactive when describing a caring teacher. 

Be Clear

“Clear in mind” is defined by the CCK framework as an educator’s ability to stay curious, in touch with their students’ needs, and present with them. It also highlights how crucial it is for educators to listen to their students and keep open lines of communication with them.

Show Kindness

Hulburt and his associates contend that being “kind in heart” refers to more than merely having a pleasant disposition. It entails being nonjudgmental, showing warmth and connection, fostering respect and trust, and being aware of the needs of the kids.

This framework element is based on instructors’ empathy for themselves as well as for the experiences and backgrounds of their pupils, which includes trauma-informed approaches. Building a compassionate approach with their students emphasizes the importance of practicing self-compassion for oneself.

Additionally, helpfulness was commonly cited by students as a sign of a caring teacher. This underscores the significance of not only being aware of students’ needs but also meeting them, as seen by the examples of helpfulness in the classroom (“helps me when it looks like I don’t understand”) and help with personal issues (“help with friends”).

Thankfully, there is a direct correlation between your personal wellbeing and maintaining composure, clarity, and kindness when teaching.

It was from the field of mindfulness in education that the CCK framework originated. Research in this area has looked into how contemplative techniques, such loving-kindness meditation, can foster resilient and compassionate learning environments in classrooms. 

In addition to improving interactions with students and lowering outside pressures for educators, mindful teaching appears to be good for educators’ personal health and wellbeing.

Essentially, it’s possible that teachers also require exactly what students claim they need from them. Thus, how might educators demonstrate their concern?

1. Directly inquire about the needs of the pupils. Listening to students’ own voices can teach us a lot about research and practice.

2. Have confidence in the work you are already doing. Because they understand how important it is to actually listen to their students, a great deal of teachers innately show up in the ways that they need to. Pupils were unable to name complex teaching techniques or abilities. 

Rather, students acknowledge their need for their teachers to be there for them, to be warm, kind, supportive, and to listen. 

3. Take care of your personal health. Your ability to intentionally use a thoughtful and empathetic approach with your students will grow as a result of this.

4. Try some mindfulness exercises out right now. Positive classroom culture shifts can be achieved by integrating personal practices throughout the day and by actively modeling some mindfulness exercises with students. To become more conscious of what you (and your students) bring into the classroom every day, consider practicing mindful breathing while you brush your teeth or travel to work. You may also try completing a morning body scan with your students.

5. Treat yourself with kindness. Being composed, lucid, and compassionate at all times is difficult. Note: This is where the idea of self-compassion enters the picture! It

Finally, do your best to maintain composure, clarity, and kindness toward both yourself and your students. For a lot of people, this can just entail making the commitment to try to be more conscious during the day. Alternatively, it can entail looking for further instruction or materials to help you develop and hone your mindfulness skills!