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Making false assumptions about students or disregarding and disrespecting students’ identities and cultural backgrounds impedes students’ engagement in school. As the quote above points out, students are very aware of their teacher’s feelings/thoughts about them, so as teachers, it is crucial that we are mindful of our words and interactions with our students. Teachers should engage in self-reflection and check for biases. We should educate ourselves about ongoing social issues that affect our students and communities, and learn about their lives, cultures and backgrounds. There is always room for us to grow and learn, and we can start by listening to our students and creating a safe environment in our classrooms so that they may be at ease to express themselves, learn, and flourish. Pictured are our class caterpillars that will soon become beautiful butterflies! They are currently beginning the cocooning process!

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Extraordinary teachers “love bomb” their students, consistently giving them sincere love and positivity. Our rockstar guest teacher Cathy Walser explained that many of her students deal with “high poverty, trauma, shaky confidence from having bad experiences with school.” She added, “the majority of kids will not take the RISK of doing their best work if you do not make them feel safe, seen, and cared about.” Teachers must always consider of the challenges students may face in their daily lives, and be mindful of their interactions with students. Love bomb every student, and give them positive attention and affirmations, especially the more “challenging” students, since they are the ones who always need it the most!

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As Zach suggested, great teachers are willing to go above and beyond for their students, taking the extra steps to support and address the needs of students. These “extra steps” could include frequent check-ins with students, mini-conferences, scaffolding assignments, after/before school office hours, and providing alternative assignments. Teachers also need to be flexible by adjusting assignments and instruction to meet the needs of students and asking for student feedback.

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When teachers take the time to get to know students, students will feel more comfortable and motivated to engage in the learning. These fun, low-stakes icebreakers allow teachers to learn more about their students, and show students that their teachers care about their interests and getting to know them as individuals. Pictured are the student responses to our icebreaker questions. These light hearted questions helped students get more comfortable with us and elicited student engagement.

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Evidence that a teacher is successful at their job can be seen in students’ willingness to take risks and ask for help. An extraordinary teacher spends all year creating a positive environment where students feel safe and comfortable. When students feel comfortable in a class, they are more willing to ask for help and take risks. Teachers must work to create an environment where students understand that it’s okay to make mistakes and to not always succeed at the first try. “Failures” shouldn’t be treated as such, but should be instead be simply seen as opportunities for growth. Great teachers can support growth by allowing opportunities for revisions and alternative assignments based on the students needs. Pictured is a screenshot from the Jamboard from one of our virtual visits. It was nice knowing that all these students feel safe enough in their classrooms to make mistakes or to not know something.

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Teachers support students willingness to engage in school by demonstrating their willingness to get to know students as individuals. This picture was taken during our Lunch Bunch, where students can have lunch with the teachers. Lunch Bunch is one of the rewards students can choose when earning 10 ClassDojo points. I was very happy that we were still able to do Lunch Bunch virtually, and it was just as fun as it is in person! It’s a great opportunity for us to spend time with students individually and get to know them more. As the picture shows, the kids absolutely love talking to their teachers and spending time with them!

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George Mason University, University Drive, Fairfax, VA, USA

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George Mason University, University Drive, Fairfax, VA, USA

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George Mason University, University Drive, Fairfax, VA, USA

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Extraordinary teachers are willing to adapt their material and make the necessary changes to ensure student engagement and understanding. Dr. Zenkov adapted the Community Handshake, an activity meant for in person learning activity, to fit our virtual format. Our virtual Community Handshake has the same effects, and it is a nice part of our class routine. We get to greet and be greeted by our classmates, and the picture quiz is an added bonus! Learning virtually comes with its sets of challenges, and not being seen or heard is a major setback for students, so small moments likes these can be incredibly meaningful for students.  With a little creativity and flexibility, teachers can overcome and adapt anything for their students!

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George Mason University, University Drive, Fairfax, VA, USA

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George Mason University, University Drive, Fairfax, VA, USA

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George Mason University, University Drive, Fairfax, VA, USA

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Teachers impede their students’ willingness to attend and be successful in school when they place their students in boxes. Teacher’s assumptions and expectations of students’ can limit students’ willingness to engage and participate in class. Pictured is a response from a classmate from our PORT team’s teaching expo. This response reminded me of when Dr. Zenkov told us that “student” is just a role that these young people fulfill in school, and doesn’t completely represent who they are. As teachers, we must honor students as complete, whole individuals with lives outside of school.

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“Teachers impede a student's willingness to learn when they judge them based on the unrealistic standard of what they "should" be able to do. Every student learns differently, which is why knowing how to adapt their method of teaching makes an extraordinary teacher.”- Eric
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My younger brother, Eric, is in his second year of college studying at NOVA. Throughout the years, we have seen him struggle and succeed in school. Eric has a learning disability, and school has been a major source of anxiety for him. He can vividly recall every moment a teacher has gotten frustrated with him or dismissed him, all the way back starting at elementary school. Ensuring that my students never feel inferior or dismissed is something that is very personal to me, seeing the long lasting harm our actions and words inflict on students. As teachers, we must realize that it is always on us to address the needs of our students, and ensure they are receiving the proper support they need. In my future teaching, I will to adapt my teaching to better support and accommodate every student without lowering expectations or singling them out.

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“This is me and my high school teacher Ana. Ana always made herself available emotionally, as a teacher and a mentor. I could literally talk to her about anything. She made herself relatable, and she would tell me about her struggles. She made me feel like it was okay for me to make mistakes. She was also good at matching your energy. She was understanding, warm, and kind hearted.”- Karina

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Pictured is my sister Karina (Layla’s mom!) and her teacher, Ana, at her high school graduation. Growing up, I remember hearing my sister’s complaints about her teachers, and how unnecessarily rude they were. She was convinced they didn’t like her. But I also remember her talking about her teacher Ana, and how amazing she was. Karina went to an alternative high school, and found success in the non-traditional style of schooling. Teachers were referred to by their first names, students were allowed breaks during class, and were not required to ask for permission to go to the restroom. This relaxed environment helped Karina feel respected as a student and connected to her teachers. Teachers were no longer simply authority figures, but mentors who were there to help students because they cared. Her teacher Ana exemplified this. As teachers, we need to reflect on our roles in the lives of students, as not just authority figures who are there to only teach, but as mentors who are dedicated to being a positive and loving presence in students’ lives.