What Students Remember Most About Teachers

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Teacher and student smiling at each other

©Shuttertstock.com/Monkey Business Images
Dear Young Teacher Down the Hall,I saw you as you rushed past me in the lunch room. Urgent. In a hurry to catch a bite before the final bell would ring calling all the students back inside. I noticed that your eyes showed tension. There were faint creases in your forehead. And I asked you how your day was going and you sighed.

“Oh, fine,” you replied.

But I knew it was anything but fine. I noticed that the stress was getting to you. I could tell that the pressure was rising. And I looked at you and made an intentional decision to stop you right then and there. To ask you how things were really going. Was it that I saw in you a glimpse of myself that made me take the moment?

You told me how busy you were, how much there was to do. How little time there was to get it all done. I listened. And then I told you this:

I told you to remember that at the end of the day, it’s not about the lesson plan. It’s not about the fancy stuff we teachers make — the crafts we do, the stories we read, the papers we laminate. No, that’s not really it. That’s not what matters most.

And as I looked at you, wearing all that worry and under all that strain, I said it’s about being there for your kids. Because at the end of the day, most students won’t remember what amazing lesson plans you’ve created. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows.

No, they’ll not remember that amazing decor you’ve designed.

But they will remember you.

Your kindness. Your empathy. Your care and concern. They’ll remember that you took the time to listen. That you stopped to ask them how they were. How they really were. They’ll remember the personal stories you tell about your life: your home, your pets, your kids. They’ll remember your laugh. They’ll remember that you sat and talked with them while they ate their lunch.

Two children sitting together

Because at the end of the day, what really matters is YOU. What matters to those kids that sit before you in those little chairs, legs pressed up tight under tables oft too small — what matters to them is you.You are that difference in their lives.

And when I looked at you then with tears in your eyes, emotions rising to the surface, and I told you gently to stop trying so hard — I also reminded you that your own expectations were partly where the stress stemmed. For we who truly care are often far harder on ourselves than our students are willing to be. Because we who truly care are often our own worst enemy. We mentally beat ourselves up for trivial failures. We tell ourselves we’re not enough. We compare ourselves to others. We work ourselves to the bone in the hopes of achieving the perfect lesson plan. The most dynamic activities. The most engaging lecture. The brightest, fanciest furnishings.

Because we want our students to think we’re the very best at what we do and we believe that this status of excellence is achieved merely by doing. But we forget — and often. Excellence is more readily attained by being.

Being available.
Being kind.
Being compassionate.
Being transparent.
Being real.
Being thoughtful.
Being ourselves.

And of all the students I know who have lauded teachers with the laurels of the highest acclaim, those students have said of those teachers that they cared.

You see, kids can see through to the truth of the matter. And while the flashy stuff can entertain them for a while, it’s the steady constance of empathy that keeps them connected to us. It’s the relationships we build with them. It’s the time we invest. It’s all the little ways we stop and show concern. It’s the love we share with them: of learning. Of life. And most importantly, of people.

And while we continually strive for excellence in our profession as these days of fiscal restraint and heavy top-down demands keep coming at us — relentless and quick. We need to stay the course. For ourselves and for our students. Because it’s the human touch that really matters.

It’s you, their teacher, that really matters.

So go back to your class and really take a look. See past the behaviors, the issues and the concerns, pressing as they might be. Look beyond the stack of papers on your desk, the line of emails in your queue. Look further than the classrooms of seasoned teachers down the hall. Look. And you will see that it’s there- right inside you. The ability to make an impact. The chance of a lifetime to make a difference in a child’s life. And you can do this now.

Right where you are, just as you are.

Because all you are right now is all you ever need to be for them today. And who you are tomorrow will depend muchon who and what you decide to be today.

It’s in you. I know it is.

Fondly,

That Other Teacher Down the Hall

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

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When Mindfulness Feels Like a Necessity

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It’s quick and easy to implement, and has proven benefits including boosted working memory and reduced stress.
© Edutopia

Mindfulness is something I incorporate into each of my classes once a week, and it only takes four to seven minutes. After reviewing the benefits of mindfulness practices—like reduced stress, boosted working memory, and lowered emotional reactivity—it was no longer a nice-to-have, but rather a necessity.

SCHOOL SNAPSHOT

Summit Preparatory Charter High School

Grades 9-12 | Redwood City, CA
Enrollment

388 | Charter, Suburban

Per Pupil Expenditures

$8,917 School • $9,658 District

Free / Reduced Lunch

47%

DEMOGRAPHICS:
60% Hispanic
25% White
6% Asian
3% Multiracial
2% Black
2% Filipino
1% Pacific Islander
Data is from the 2014-2015 academic year.

OPENING A MINDFULNESS ACTIVITY

At the beginning of each weekly session, I welcome everyone into a circle. We leave an empty chair for those who are unable to join us that day. We put our feet flat on the ground, close our eyes, and start with three deep breaths in and out. I guide students to follow where the air from their breath goes. While students are focusing on their breath, I invite them to reflect. Sometimes we reflect on the theme we’re going to discuss in class, but not always. I always spend a minute having everyone, including myself, focus on how we’re showing up to the space. Someone could show up happy from a great start to their day, angry because of an argument they just had, or stressed from an upcoming exam. We always make sure to validate how we are showing up without judgment toward ourselves.

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FACILITATING MINDFULNESS FOR THE FIRST TIME

I have found the following steps useful in introducing and facilitating a mindfulness practice:

  1. Let the research and purpose speak for themselves. I often lead with: “It is not strictly meditation, but rather a practice in supporting your mind to take care of yourself.” I then list the benefits.
  2. Offer an out and get visible buy-in. Students will often be hesitant. “It’s weird!” they may say. And that’s OK. When I first introduced this to students, I told them that if they could find a research-based practice that achieved the same goals, I would be happy to help them create a proposal for the group. I then asked the group to give a thumbs up if they could at least try it.
  3. Share how developing a mindfulness practice has personally benefited you.After I get my students’ buy-in, I tell them how mindfulness has helped me, and I give one or two anecdotes. For example, the last time I had to have a very difficult conversation with a personal friend, I felt my mind racing. I got to the coffee shop a few minutes early, put my phone away, and got into position—feet flat and hands flat on my knees. I took a few deep breaths, calmed myself, and made myself aware of how I was showing up. I was able to recognize why I was showing up that way, and I asked myself how I wanted to show up. I tried to keep my focus on only that and my breathing. I then visualized how I wanted to show up, took a few breaths in, and returned to the present moment. The conversation with my friend was incredible and uplifting. None of my dialogue was colored by the anxiety, stress, or self-consciousness that cluttered my mind leading up to that conversation.
  4. Give a reason for every direction the first few times you go through the practice. For example, I’ll begin by saying, “We’re all going to close our eyes. I’ll keep mine open to make sure that no one is being watched because that could be awkward and feel unsafe, and my job is to ensure your physical and emotional safety.”
  5. Balance giving directions with silent time to practice the task. I will often say, “Together, we take a deep breath in [followed by a collective breath], and a deep breath out.” I then give us 40 seconds or so of just focusing. For that 40 seconds, I am silent. Before starting, I say, “Now we are going to hold that focus for a little while. We just focus on where our air is entering and exiting our body.” Then every time I have a new direction or narration, I include myself again. It must be a balance between targeted narration and silent time to practice the task.
  6. Only directly address behaviors that are unsafe. Otherwise, like when a student laughs or tries to make silly sounds, I will often gently reinforce the mindfulness practice by saying, “And we’re taking a deep, calm breath in.” I do this in a very direct but soft tone that sounds like a parent calming a child down rather than reprimanding them.
  7. Allow for reflection and feedback. The first few times, I had my students turn to a partner and discuss how it was for them, offered space to give me critical feedback, and also offered them space to make meaning of their experience. Often, it sounds like, “OK, now turn around to your partner, give them a high five or ask if they want a hug, and discuss how that exercise was for you. Was it annoying? Fun? Interesting? Did you find yourself thinking about things you wished you hadn’t? Whatever it is, be ready to share something that came in your conversation with the whole class at the end of 90 seconds!”

Ultimately, it takes a strong trust with your students and a set routine. At the end of the day, teaching is not about guaranteeing that students will use what we teach them. It’s about ensuring that they know how to use it, and giving them the space to practice it. Like one of my students told me, mindfulness “doesn’t help me know what to do, but it helps me recognize that I need something.”

Quick Classroom Exercises to Combat Stress

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These brain breaks and focused-attention practices can help students cope with stress and trauma and focus on their learning.

The trauma and adversity that students are carrying into classrooms are changing how educators need to address learning and academic performance. Fifty-one percent of children in public schools live in low-income households, and when poverty levels exceed 50 percent, there’s a significant drop in academic performance across all grade levels. At the same time, 25 percent of all adolescents—including 30 percent of adolescent girls—are experiencing anxiety disorders.

Adversity and trauma reside in our biology, not our psychology and cognition, so we educators need to prime students’ brains for learning. This calls for a deeper understanding of how our brains develop and how they respond to adversity and trauma, and how building relationships and providing strategies that promote emotional regulation can positively affect students’ emotional, physiological, and cognitive health.

Brain Breaks

Brain breaks stimulate many areas in the brain that pay attention to novelty and curiosity, sparking the motor and sensory systems while initiating emotional regulation in the more reactive and primitive areas of the brain. Here are a few brain breaks you can try in class.

Funny talk: Have students loosely touch the roof of their mouth with their tongue and begin to speak. Create a class chant to say altogether, or the teacher can address the class, modeling what he or she would like students to say.

Tongue stretch: Have students use clean hands or a Kleenex to stretch their tongue as far as it can go. This relaxes the throat, palate, upper neck, and brain stem. What could you add to this to make it funny?

Hum: There are many ways you can incorporate humming as a break or to begin class. Lead students in Simon Says or Name That Tune, or have them move their arms and legs to someone’s humming. This activity releases stress and blockages in the brain stem.

Bilateral scribbles: Have students hold a different color marker in each hand and draw or scribble to the beat of some music for 30 seconds. When they’re finished, see if the drawings turned into anything familiar or strange. Have them share with a classmate and then give their art a name.

Name scribbles: Have students write their favorite word four times with their dominant hand and then again with their other hand. Discuss how it felt, which they found more difficult and why, and what happened in their brains when they used their non-dominant hand.

Focused-Attention Practices

Focused-attention practices calm the brain’s stress response and stimulate sustained attention and emotional regulation. A regulated and calm brain is a brain that is ready to deeply learn.

When we consciously use sensations, breath, movement, and our body’s awareness, we activate those areas in the brain that pay attention to what is happening in this moment, while supporting areas we need for learning, attention, and engagement. I’ll share four focused-attention practices here.

Ice cube: Give each student an ice cube and a paper towel or napkin to hold. As they hold the ice cube, ask them to focus on what it feels like in their hands and what the sensation reminds them of. Can they sit still and wait for the ice cube to melt?

Deep breathing: Have students scrunch their toes and cross their legs at the ankles. Then they should cross the left arm over the right arm, clasp their hands together, and—keeping their hands clasped—bring them toward their chest. Have them hold that pose for 30 seconds as they take five deep breaths, and then have them take another 30 seconds to uncurl their toes, uncross their legs, extend and unclasp their hands, and uncross their arms while taking another five deep breaths. How did that feel?

So what? As students close their eyes and sit up nice and tall in their chairs, they should visualize a golden thread that connects their hearts to their stomachs. As they breathe in, have them picture a pulse in the thread moving from their stomachs to their hearts; with each exhale, the pulse travels from the heart back down to the stomach. As the students breathe, have them say, “So what?” to themselves if a negative thought occurs.

Feeling phrases: To begin the day, have students share through a picture or description how their bodies feel. Some example phrases: cold/warm/hot; twitchy/butterflies/soft/stuck; sharp/dull/itchy; shaky/trembly/tingly; jittery/weak; empty/full; relaxed/calm/peaceful; flowing/spreading; strong/tight/tense; dizzy/fuzzy/blurry; numb/prickly/jumpy/tearful/goosebumpy.

Sensations are different than emotions in that they describe the way the body feels physically. Children who struggle with speaking can point to places on their body that hold a sensation. Sensory awareness promotes cognitive growth and self-awareness. When students can begin to identify their sensations, they begin to tap into where the negative feelings and images are. This focused-attention practice can be implemented several times a day after different experiences. Questions to ask as part of this practice:

  • What are you sensing? As the teacher, begin by sharing and modeling your own sensations.
  • Where is this in your body?
  • What might be the reason for these butterflies?
  • Can you draw what fuzzy, tingly, tight, etc. looks like?

Birmingham Covington: Building a Student-Centered School

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Here are some fantastic examples of student-centered learning.  Be sure to watch the videos.

 

Educators take on the role of guides and motivate students to direct their own learning.

A group of middle school students in full beekeeping gear examines one of the hives their school keeps in the woods nearby. “Ooh, there’s honey!” says one excitedly. “I see nectar!” says another.

These eager fifth and sixth graders from Birmingham Covington, a public magnet school in suburban Michigan focused on science and technology, are empowered to become self-directed learners through hands-on experiences in and outside their classroom.

Birmingham Covington’s student-centered philosophy is embedded throughout the curriculum, from third- and fourth-grade classes focused on teaching individual resourcefulness to an almost wholly independent capstone class in seventh and eighth grade called Thinkering Studio. Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first. Even the classrooms, with their spacious communal tables and movable walls, emphasize fluid group and peer-to-peer dynamics over teacher-led instruction.

By relentlessly focusing the classwork on student interest and independence, the educators at Birmingham Covington hope to transform students into active learners who will be successful throughout their lifetimes.

“When you get kids collaborating together, they become more resourceful and they see themselves as experts,” said Mark Morawski, who’s been the principal since 2013. “All of a sudden you’ve opened the ceiling to what kids are able to do, and they surprise you sometimes.”

Solving Real-World Problems: The Bee Project

Birmingham Covington’s unique bee project, like much of the coursework prioritized at the school, was driven by student interest. After reading an article about the extinction of honeybees in their science literacy class, fifth- and sixth-grade students said they wanted to do something to help.

In the class, which combines inquiry-based science and English language arts (ELA), students build their research, literacy, and collaboration skills through small group projects aimed at effecting lasting change around real-world problems. Working on a range of activities—from building a website to managing a real beehive—students become more active and engaged learners, teachers say.

“Science literacy is teaching our kids to be curious about the world around them, with the problems they identify,” said ELA teacher Pauline Roberts, who co-teaches the class. “Even as students, they are learning how to become effective agents of change. It’s bigger than the science content—it’s about helping to develop the citizens that we hope our children become.”

Teaching Resourcefulness

Throughout Birmingham Covington, both coursework and instruction push students to learn lifelong skills like independence and resourcefulness, which teachers encourage early on in the primary grades.

Third- and fourth-grade teacher Jessie Heckman says she empowers her students to become more resourceful by solving common problems with the support of their classmates. Instead of raising their hands when they have a question or encounter a hurdle, for example, Heckman’s students clip clothespins to their computers and fellow students circulate around to troubleshoot—a system she calls the help desk.

“Kids need to learn teamwork-based skills because every other class in any other subject that they have—third through eighth grade—requires them to work in different sized groups accomplishing different tasks,” Heckman explains.

Modeling Collaboration: Teacher Labs

Students aren’t the only ones at Birmingham Covington improving their collaboration skills—teachers also identify as a “community of learners” who use planned, peer-to-peer feedback to help each other raise student outcomes throughout the school.

The school’s voluntary Teacher Labs—facilitated by an instructional coach and organized around a clear, written protocol—enable teachers to reflect on their craft with support from their peers. Through the labs, small groups of teachers observe each other’s classes and then offer constructive feedback around a stated objective.

“We’re really asking teachers to step outside of their comfort zones,” said Roberts, who serves as the lead facilitator in the labs. “We are creatures who live behind closed doors. To experience being in someone else’s classroom is really powerful.”

Increasing Independence for Older Learners

As they near the end of their time at the school, Birmingham Covington seventh- and eighth-grade students are accustomed to self-reliance and problem-solving. They put these skills to use in Thinkering Studio, an elective class where they design their own independent learning projects, and Engage, a class focused on design thinking—a system of solving problems that follows the steps of inquiry, ideation, prototyping, and testing.

In Engage, teachers Roy McCloud and Mathew Brown guide students to work on various self-directed, team-oriented projects like designing a new sport for third graders or building a roller coaster. Their support and feedback direct students toward the right resources while encouraging them to dig deeper: Did students ask the right questions? Did they get the right information? Did they go to other groups for feedback?

In these culminating classes, as in the curriculum more generally, teachers act as guides rather than instructors, directing students toward helpful resources but ultimately insisting they solve their own problems.

This innovative, student-centered approach to learning—the bedrock of the school’s vision—takes the long view, helping students develop skills and interests they can continue to draw on after they leave the school. The school believes that this model better prepares students for real-world challenges, since modern workplaces are increasingly collaborative and involve complex, interdisciplinary problem solving.

“The ultimate questions we’re going to be asked by future employers is ‘Can this person work well in a team? Does this person have the ability to problem solve and critically think?’” said Morawski. “Because our students are more resourceful, they have more intrinsic motivation in the learning process and ultimately, are learning to be learners.”

Why Students Forget—and What You Can Do About It

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Our brains are wired to forget, but there are research-backed strategies you can use to make your teaching stick.

Teachers have long known that rote memorization can lead to a superficial grasp of material that is quickly forgotten. But new research in the field of neuroscience is starting to shed light on the ways that brains are wired to forget—highlighting the importance of strategies to retain knowledge and make learning stick.

In a recent article published in the journal Neuron, neurobiologists Blake Richards and Paul Frankland challenge the predominant view of memory, which holds that forgetting is a process of loss—the gradual washing away of critical information despite our best efforts to retain it. According to Richards and Frankland, the goal of memory is not just to store information accurately but to “optimize decision-making” in chaotic, quickly changing environments. In this model of cognition, forgetting is an evolutionary strategy, a purposeful process that runs in the background of memory, evaluating and discarding information that doesn’t promote the survival of the species.

“From this perspective, forgetting is not necessarily a failure of memory,” explain Richards and Frankland in the study. “Rather, it may represent an investment in a more optimal mnemonic strategy.”

The Forgetting Curve

We often think of memories as books in a library, filed away and accessed when needed. But they’re actually more like spiderwebs, strands of recollection distributed across millions of connected neurons. When we learn something new—when a teacher delivers a fresh lesson to a student, for example—the material is encoded across these neural networks, converting the experience into a memory.

Forgetting is almost immediately the nemesis of memory, as psychologist Hermann Ebbinghaus discovered in the 1880s. Ebbinghaus pioneered landmark research in the field of retention and learning, observing what he called the forgetting curve, a measure of how much we forget over time. In his experiments, he discovered that without any reinforcement or connections to prior knowledge, information is quickly forgotten—roughly 56 percent in one hour, 66 percent after a day, and 75 percent after six days.

Screen Shot 2017-10-11 at 10.09.58 PM

So what can be done to preserve the hard work of teaching? After all, evolutionary imperatives—which prune our memories of extraneous information—don’t always neatly align with the requirements of curriculum or the demands of the Information Age. Learning the times tables doesn’t avail when running from lions, in other words, but in the modern world that knowledge has more than proved its mettle.

The Persistence of Memory

The same neural circuitry appears to be involved in forgetting and remembering. If that is properly understood, students and teachers can adopt strategies to reduce memory leaks and reinforce learning.

MIT neuroscientists, led by Richard Cho, explain the mechanisms for synaptic strengthening in a 2015 article, also published in Neuron. When neurons are frequently fired, synaptic connections are strengthened; the opposite is true for neurons that are rarely fired. Known as synaptic plasticity, this explains why some memories persist while others fade away. Repeatedly accessing a stored but fading memory—like a rule of geometry or a crucial historical fact—rekindles the neural network that contains the memory and encodes it more deeply.

Researchers have also learned that not all new memories are created equal. For example, here are two sets of letters to remember:

  1. NPFXOSK
  2. ORANGES

For readers of English, the second set of letters is more memorable—the more connections neurons have to other neurons, the stronger the memory. The seven letters in NPFXOSK appear random and disjointed, while ORANGES benefits from its existing, deeply encoded linguistic context. The word oranges also invokes sensory memory, from the image of an orange to its smell, and perhaps even conjures other memories of oranges in your kitchen or growing on a tree. You remember by layering new memories on the crumbling foundations of older ones.

5 Teacher Strategies

When students learn a new piece of information, they make new synaptic connections. Two scientifically based ways to help them retain learning is by making as many connections as possible—typically to other concepts, thus widening the “spiderweb” of neural connections—but also by accessing the memory repeatedly over time.

Which explains why the following learning strategies, all tied to research conducted within the past five years, are so effective:

  1. Peer-to-peer explanations: When students explain what they’ve learned to peers, fading memories are reactivated, strengthened, and consolidated. This strategy not only increases retention but also encourages active learning(Sekeres et al., 2016).
  2. The spacing effect: Instead of covering a topic and then moving on, revisit key ideas throughout the school year. Research shows that students perform better academically when given multiple opportunities to review learned material. For example, teachers can quickly incorporate a brief review of what was covered several weeks earlier into ongoing lessons, or use homework to re-expose students to previous concepts (Carpenter et al., 2012; Kang, 2016).
  3. Frequent practice tests: Akin to regularly reviewing material, giving frequent practice tests can boost long-term retention and, as a bonus, help protect against stress, which often impairs memory performance. Practice tests can be low stakes and ungraded, such as a quick pop quiz at the start of a lesson or a trivia quiz on Kahoot, a popular online game-based learning platform. Breaking down one large high-stakes test into smaller tests over several months is an effective approach (Adesope, Trevisan, & Sundararajan, 2017; Butler, 2010; Karpicke, 2016).
  4. Interleave concepts: Instead of grouping similar problems together, mix them up. Solving problems involves identifying the correct strategy to use and then executing the strategy. When similar problems are grouped together, students don’t have to think about what strategies to use—they automatically apply the same solution over and over. Interleaving forces students to think on their feet, and encodes learning more deeply (Rohrer, 2012; Rohrer, Dedrick, & Stershic, 2015).
  5. Combine text with images: It’s often easier to remember information that’s been presented in different ways, especially if visual aids can help organize information. For example, pairing a list of countries occupied by German forces during World War II with a map of German military expansion can reinforce that lesson. It’s easier to remember what’s been read and seen, instead of either one alone (Carney & Levin, 2002; Bui & McDaniel, 2015).

So even though forgetting starts as soon as learning happens—as Ebbinghaus’s experiments demonstrate—research shows that there are simple and effective strategies to help make learning stick.

6 Traits of Life-Changing Teachers

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We asked our community what makes teachers unforgettable. Here’s what they said.

 

Michael Foley, my high school Shakespeare teacher, was a known tyrant. As underclassmen, my friends and I would walk past his closed door, peer in the narrow vertical window, and see him gesticulating wildly at some hapless senior, blood vessels popping in his forehead.

We were genuinely terrified.

I would eventually discover that Foley wasn’t up there tearing into a student. He was channeling Othello, consumed with jealousy and demonstrating how pettiness can destroy even the most powerful of leaders. Foley did this with all of Shakespeare’s works, pulling out the most impactful bits and pouring his heart into them: impish Puck, Juliet at death’s door, and the gravedigger, woefully regarding Yorick’s skull.

For me, at least, terror became inspiration. I’ve never forgotten him.

In education there’s a lot of talk about standards, curriculum, and assessment—but when we ask adults what they remember about their education, decades after they’ve left school, the answers are always about their best teachers. So what is it about great educators, like the theatrical Michael Foley, that leaves such an indelible impression? If the memory of curriculum and pedagogy fades with time, or fails to register at all, why do some teachers occupy our mental landscape years later? We started getting curious: What are the standout qualities that make some teachers life changers?

To answer this question, we asked our Facebook community directly. Over 700 responses poured in from teachers, parents, and students. When we analyzed the responses, some clear patterns began to emerge, across all age ranges and geography—even subjects.

Life-Changing Teachers Help Their Students Feel Safe

The research is unequivocal: People can’t learn if they’re anxious, frightened, or in trauma. Safety is part of the education starter kit. Unsurprisingly, many of our readers recalled that the best teachers establish a culture of safety and support in their classrooms, whether it’s physical, emotional, or intellectual.

Kristina Gorsuch Modaff describes her third-grade teacher, Mrs. Hilier, as having “a calming presence. She made me feel safe. She made me feel confident.” And when a student’s home life is less certain, school can be a welcome oasis: Jacqueline McDowell fondly remembers that her sixth-grade teacher “was constant and stable—she saw the whole me and was steady when other things in my life were not.”

And there were numerous stories of children with learning disabilities who found a haven and encouragement with a supportive teacher. Amy Rottmann’s high school creative writing teacher, Mrs. Harris, “made the quiet girl in the back with dyslexia realize she had a voice through poetry.”

ray-inset-teacherappreciation

Life-Changing Teachers Possess a Contagious Passion

A passion for education is in the blood of the best teachers—the word passion showed up 45 times in our audience responses—and the best teachers pass it on to students.

Math teacher Dave Bock’s passion for his material was “contagious,” recalled Jennifer Reese. “He delivered engaging lessons that piqued our curiosities, and gave us time to puzzle through solutions in our own ways.” Far away from math class, Lisa Maree Wiles thanked David Sidwell, her music teacher who gave his students “a love for music, a respect for our craft, and the passion to always be the best we could be!” And at least one teacher’s passion was ahead of its time: Jessica Chiado Becirovic remembers her senior year English teacher, Anne Godin, who “staunchly advocated for introducing her classes to multicultural literature before it was seen by many as important and valuable. She was a pioneer with a rebellious spirit.”

Life-Changing Teachers Model Patience

Learning can be slow and messy. Classrooms are filled with students—sometimes more than 30 at a time—who arrive each day with different emotional needs, and learn at wildly different speeds. Remarkably, life-changing teachers find a way to stay calm amid the chaos and play the long game, giving their students the time and support they need to learn.

Judy Barrera remembers Bernie Griff, her third-grade teacher. “He… went to the high school to get me books to read, and was the most patient teacher I have ever had. He gave me so much while I probably gave him a headache!” Some teachers don’t just model patience, but teach it as a life skill: “As a student I was always in a rush to see results and I made lots of mistakes,” said James R. Lamb. “Mr. Ingram taught me to slow down and keep my thinking ahead of the work.”

And long before learning from mistakes was supported by research, high school algebra teacher Susan Gilkey calmly taught her students that it was “OK to make mistakes, learn from them, and try again. She never made kids feel bad about it,” recalls Karen Spencer, a former student. “I hope I make her proud now that I carry on that same thinking with my middle school math students.”

Life-Changing Teachers Know When to Be Tough

If life-changing teachers are patient, they also know when to change gears and get tough. They’re the teachers who challenge us to be better students and better humans—and then up the ante and demand that of us.

For Claire Bush, that someone was Mr. Zimmermann, her 12th-grade English teacher. “I’d finish my work and then goof off. He was the only one who actually called me on my crap and challenged me. Being challenged actually helped me reach my potential. Now I’m an English teacher. I wish I had the chance to thank him.”

Tough teachers don’t just hold students to high standards in the classroom—some kick their students out of the nest. Heather Miles remembers teacher Allan Edwards, who expanded her horizons and always “gave his English students rigorous content and pushed us to see beyond the small town in which we lived. He believed that we could always do more, and taught us to never settle.” And Barbara Minkler praises French teacher Mr. Smith: “He respected us, yet challenged us to reach our potentials. He stretched us with French existential literature. We had to give speeches, put on plays, and individually meet pronunciation and writing goals. He laughed with us, got mad and frustrated with us, and celebrated with us.”

Life-Changing Teachers Believe in Their Students (and Help Them Believe in Themselves)

The power of a teacher’s simple, unequivocal belief in a student was mentioned almost 70 times by respondents. Most of us have had some sort of self-doubt, but many students are crippled by it. Life-changing teachers have the gift of seeing potential in kids when others don’t, and then have the perseverance to help the children find it within themselves.

High school biology teacher Mr. Kyriakos was the one who helped Rachel Poff find her strengths: “He taught me that I was smart. I just needed to believe in myself. He died while I was his student and I cried like he was family. He changed my life.”

Laura Reilly Spencer’s teacher Libby Sciandra Cowan not only helped build her confidence as a student, but inspires her teaching practice to this day. “She believed that I could do great things, and I came to believe that, too. I hope I am half the teacher to my students that she was to me.”

Supportive advocates aren’t always teachers. Counselors and coaches can play this pivotal role as well. Nick Tutolo’s former coach, Jeff Ewing, continues to inspire him nearly 20 years later. “He valued teamwork, hard work, and pride. For a kid who was struggling to figure out where I fit, this went a long way.”

Life-Changing Teachers Love Their Students

Respondents used the word love a whopping 187 times (and that’s not counting an additional 157 heart emojis). Showing love for students—through small but meaningful gestures of kindness—is far and away the most impactful thing life-changing teachers do.

When Michelle Moyle was sick in bed, her fourth-grade teacher, Liz Thomas, arrived at her house with a stack of books to cheer her up—a gesture Michelle remembers some 38 years later. (If home visits are too hard, a positive phone call can do the trick.)

Kayla McNeil’s second-grade teacher, Kathy Nygren, showed her feelings for her students through her playful spirit. “She really loved all us kids. You could tell in the way she taught us, making learning fun by dressing up as a dinosaur or pilgrim. You never knew what was in her bag of tricks.”

Students can also feel a teacher’s love in something as simple as pronouncing their name correctly. Jena’ Lowry’s family moved all the time; she remembers how teachers used to constantly mispronounce her name. She was dreading it yet again on the first day of her 11th-grade English class, but her new teacher, Mrs. Holman, pronounced her name perfectly. “I was speechless,” Jena’ recalls. “She addressed us as if we each meant something to her. She captured our hearts, therefore she had our minds.”

Taking a step back, it appears that the most direct and longest-lasting way to reach a child—to really make a difference in his or her life—is through so-called noncognitive dimensions like passion, patience, rigor, and kindness. And when students are lucky enough to find a life-changing teacher, the benefits last a lifetime. In many cases, those students take up the vocation themselves: 145 of the people who responded to our question had become teachers, passing the gift of education forward to the next generation.

As the Fool in Twelfth Night says, “There is no darkness but ignorance.” Thanks to all who are bringing the light.

The Risks of Guesstimating Homework Time

Edutopia

Studies show that homework is ineffective beyond a certain amount per night.

It is often said that a sign of insanity is doing something over and over again and expecting different results each time. This sums up how most American schools are dealing with the homework issue.

Not only does homework impact students but it also impacts their families. It is common for students and families to feel that they don’t have the time it takes to maintain a healthy balance between work and the rest of their lives. Family time that could be spent getting outdoors, visiting friends and relatives, and relaxing is being unnecessarily burdened by the large amount of homework kids have to do.

One student’s homework has the power to reshape how the entire family spends its time and sets its schedules. I don’t think most teachers appreciate this fact when they assign work.

Guesstimating Pitfalls

Despite studies — such as this one from Stanford — that show homework is ineffective beyond a certain amount per night, teachers and administrators continue to assign too much homework.

Teachers promise to assign a manageable amount of homework, but they don’t gather data on how long it takes their students to complete their homework. And exactly how do teachers estimate how long an assignment will take? Do they do it themselves first — not factoring in that they already understand the content? How on earth do you measure the length of time it takes for a student to think through a problem or a question, and not just write the answer down on a piece of paper?

One negative result of guesstimating time allotment is that students who take more time than is allotted for the assignment can feel that they are somehow inadequate, when the truth is that the allotted time is arbitrarily set. Students might also grow cynical and believe that the teachers are gaming the system by not being honest in stating the allotment, knowing that the homework will probably take more time than promised.

Valuing Free Time

I’ve heard some teachers argue that if students stop multitasking and stay off social media, they could then get the work done in the time allotted. Perhaps, but in addition to this argument also lacking data, it is built upon the dangerous idea that young people are experts at wasting their own time.

Too many adults seem to vastly undervalue the benefits and necessity of free, unstructured time. They undervalue the impact of relaxation and social time on forming well-rounded, healthy adults. So, when students get home from band practice, a game, or their extracurricular activity at six (if they have a short commute), are eating dinner by seven, and doing their homework by eight, at what point do they have time for decompressing, connecting with friends, pets, and family?

This is a plea to teachers and administrators: Take these studies and the testimonies of students and families seriously. Gather data, and if the assignment can be done in class, determine whether making it a homework assignment is truly warranted.