The most improtant way I think I show empathy is by recongnizing and celebrating success. My courses require the students demonstrate a mastery of certain technical skills, that most students have never before attempted. A simple pat on the back or "nice work" goes a long way toward building a students confidence.
By demonstrating a willingness to repeat instructions or a demonstration that has been clearly prestented before without becoming frustrated or irritated is one way I show patience with my students daily.
Thank you for this post, Ron.
What made this intructor so inspiring?
Kaitlin,
It sounds like you have been fortunate enough to have been associated with great mentors. Being mindful of your words and manner is a very important thing that teachers sometimes forget.
We also have to be sure that we are mindful of the words that come from other students. As educators, one of our first responsibilities is to be sure our classrooms are a safe environment. We can never allow students to be hurtful toward other students.
It sounds like you truly understand your role. I look forward to interacting with you in other discussion forums
Charles,
Thank you for your post. How do you intentionally show patience and empathy toward your students?
Thomas,
Thank you for this post. It is interesting that you mentioned your worst mentor. A lot of educators fail to realize that students may remember what we say or do forever. That is why it is so important for us to be positive and avoid trying to be funny, or worse, at the expense of our students. We also have to make sure our students do not make fun of each other.
I look forward to interacting with you in other discussion forums.
Natalie,
Thank you for your post. It is always interesting to read these posts to see who it was that made an impact on our lives. It is almost always an educator who did the little things who make the biggest difference in our lives.
What are some of the “details” you look for as you work with your students that allow you to make a difference?
I grew up very fond of literature, and as a child, I never found anyone else with that particular similarity. When I was in the fifth grade, my teacher asked the entire class to write a weekly passage about life, and he would respond back to us. I truly valued the time and consideration he spent in reading everyone's articles. At the same time, I noticed how much detail he included in each of his responses. Now, as part of our administrative team, I know how important it is to pay close attention to the details of the student. However, with such a small team, what would be the best way to ensure attention=retention?
I have had many mentors that have influenced me. However, usually the best mentor and the worst mentor stick in your mind for an eternity. My best mentor was my 7th grade math teacher. She was so engaging and made me feel smart even when I had major self-doubts about my level of smarts. I ended up teaching math for 3 years in junior high and her teaching style has stayed with me throughout my adult teaching career. My wors mentor was a 9th grade social studies teacher who basically told me that I could not write a clear sentence. This scarred me for quite some time as I was always self-conscious of my writing from that point forward. if she only knew I was a published author! Even in the darkness there can be light. Looking at all the mentors I have had, from good to bad, have shaped my teaching style and allowed me to connect to students, be patient, and have fun.
I was fortunate to have a mentor in a previous career who provided guideance and direction that continues to serve me as an educator.
He taught me patience, empathy and the value of careful consideration before speaking or acting. All qualities I believe help an educator undertand, motivate, and communicate with students.
I have been blessed with a number of wise persons who have positively impacted my life as a student, a professional, and now as an educator. Each time I have counseled with mentor (whether a teacher, a supervisor, or someone with exceptional life experience), and that person gave valued insight into my situation, their words eventually became part of my internal landscape. My own point of view and method of framing my experience is defined by that landscape. This influences my current work in two ways. The wise words and counsel received I can now pass on to students and perhaps apply it to their unique situation. I am also more and more conscious that my interactions with students might have the same impact on their lives - it makes me very mindful of my words and manner with them.
It changed my life -one of my instructors actually slept in his van outside the school.
Once I had an teacher that was so motivated that the thought of failing wasn't an option.
The mentor that impacted by professional life was the Director of Education at a regionally accredited University, of which he is now the President and I'm the DOE. He taught me that many students need attention in order to succeed. Most that come to us are "at-risk" or very close to it. However, we found that showing students we care about their success, while still holding to high academic standards, really encourages them to continue to strive to meet their goals.
In my early 30s, I was fortunate to excel rapidly in the community college administrative arena and simultaneously receive a gubernatorial appointment to the Private Industry Council. As I developed new strategies that linked the community colleges in Illinois to the increased interest and growing field of economic development (and then received an appointment to chair a local economic development commission for 4 years as I continued with my college administrative duties) I had many mentors…but in particular, it was the mentor from Northern Illinois University who was a professor and department chair, that took me under his wing and provided both the professional and personal guidance so important to lifelong goal-setting and achievement. Professionally and academically we shared much, but the personal caring and sharing is what cemented our mentoring and made it uniquely outstanding. Whether we were both speakers at the same conferences, or writing a grant together, there would always be those special weekends when a few times a year we’d get our families together and watch the Kentucky Derby, or go in to Chicago for a Cubs game. We talked “business” every time we were together…it was a passion we shared. But the flow of his mentoring was special because it kept communication open for any concerns, questions, guidance, innovative ideas that might arise any day of the week. I went on to get a degree in economic development, and still include my intense interest in teaching related to always helping students find their career path. This mentor passed away several years ago…he was 30 years older than I. But I went on to get my master’s degree in education, my teaching/counseling certification, focusing on career education and economic development/education interface. I can’t take every student to a Cubs game (lol) but I can give every student that outreach of genuine caring and concern, to let them know they can contact me any day of the week, anytime and I am here to listen, to guide and support. It is my nature to be very approachable, understanding and supportive. I see each one of my students as my only student, just as I am their only instructor responsible to teach them for whatever course they are enrolled in with me. I never think of teaching as something I "do" – it is something that I am blessed with; the gift to give back to others -- as my mentor gave to me.
One of my accounting instructors in college was a mentor to me. He always followed up on my activities and offered encouragement as often as he could. While he was a difficult teacher, he was probably the best teacher I had in college. Looking back on my experience in the class, I think I learned more from him than any other instructor.
Tommy Offill
I had a close friend who ended up being a mentor for me. He was such an influence in my life. I saw him as grounded and compassionate. He had a way of reaching me just by pointing out only the good, and never using criticism. It caused me to blossom and grow into a strong and independent woman. It made me want to do the same for others. To help them find the strength within themselves and to succeed at something that they believed in.
Today I use the same style of encouragement to reach my students. I find what I think to be a strength that they may have and bring it to their attention. I use compliments and just basic talking to bring them around to seeing it themselves in hopes that they will feel proud and motivated to move forward and beyond.
Christina,
Thank you for this post. It is great to be able to look back so fondly on a teacher from our past.
What do you do in a classroom to try to give your students confidence?
The mentor that influenced me the most was Jim Corrigan. He was my graphic arts teacher in high school. He really made me believe in myself as an artist. He pushed me to do things I didn't feel I was capable of acheiving. Because of him I ended up winning 2nd place in a statewide competion. He gave me the confidence to move 1600 miles away from my family to go to art school.
I have been fortunate enough to have several good mentors in my life. One, a VP of a major school chain, took a chance on me when I had little experience and gave me the confidence to do things that I never would have tried without his support.
Another works for The Pacific Institute. He has always treated me like a respected professional, giving me confidence and allowing me to stretch and develop.
The third is my father. There is no way to list all the things he did to mentor me, but without his mentorship, it is unlikely I would have been a success as an educator. Probably the best things I learned from him were to establish a work ethic and to go out of my way to do something for someone else.
All three of these men treated me like I was capable until I became capable. This is the Pygmalion effect at work.
I had a government teacher in High School who understood the Model, Mentor, Monitor model instinctively. He consistently modeled an enthusiastic thirst for knowledge as well as a professional expertise in his field; he mentored us in the pursuit of that knowledge and encouraged us to think for ourselves; and he held us to high standards (monitored) by expecting us to demonstrate the acquisition of that knowledge. His example led me into a career that lasted more than 20+ years.
