Match Student-Teacher Expectations. Misunderstood expectations create challenges in relationships. A teacher may set expectations, based on his or her own preferences or experiences, that students do not fully understand. How often do you hear a student say, “I hope I can figure this teacher out.” That means the teacher has not clearly explained expectations, which can dampen a student’s enthusiasm for learning. At times, expectations must be edited to match the needs of both parties in a relationship.

 

Acknowledge Character Flaws. In a classroom situation, a student may perceive that a teacher is displaying favoritism to another student. This perception on the student’s part may tarnish how the teacher’s character is viewed, which can hinder the student’s involvement and performance in the class. To redeem the relationship, the teacher must respond to student concerns and acknowledge any wrong behavior. For instance, when a teacher begins class by saying, “I need to apologize for confusing messages,” students may better understand the teacher’s commitment to the class. That increased understanding improves the learning process because the teacher’s words become redemptive.

 

Increase Tolerance for Difference. Cultural, learning, and work differences contribute to conflict. Too often we do not cherish the differences in one another, but merely tolerate them. You must learn to respect differences and look for ways to turn differences into delight. For instance, in the last 20 years, many excellent training programs have raised teacher awareness of learning differences in students and have helped teachers appreciate those differences.

 

Know the Difference Between a Need and a Want. Students may perceive they absolutely need certain tools to be successful in the classroom, when, in fact, they only want them. For instance, students may complain that they are unable to score high on tests because the teacher does not use outlines or PowerPoint presentations. They may feel they need material presented in this format to succeed. A five-minute lesson from the teacher on good note-taking skills and how they are linked to class activities and lectures can help students see that PowerPoint slides were a want, not a need. Once students gain that understanding, they may pursue learning with a renewed motivation.

 

Differentiate Between Belief and Opinion. It is important to know and express what we truly believe as opposed to sharing our opinions. Sometimes, we get overly excited and profess our opinions as beliefs. Teachers must be especially careful of disregarding student beliefs and recognize when a student is voicing an opinion. These conflicts occur when teachers or students confuse fact with feelings about facts. The teacher must share feelings she or he has about the facts to illustrate the conflict. Typically, both students and teacher then begin to realize the struggle with using feelings to interpret the facts we encounter. Teachers must help students develop higher levels of critical thinking so they can more clearly distinguish and articulate their beliefs and opinions.

 

 

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