Added: Samara Klem - Date: 12.09.2021 16:08 - Views: 48302 - Clicks: 9635
Would you help them through a crisis? Do you put in hard work on their behalf, even if it is sometimes unrewarded? Perhaps more would agree that they love their students. We might miss it in the cold reporting of COVID cases or the painful budget cuts to higher education, but the treacherous events of teaching and living in these times demonstrate the real importance of love. But the nature of these times is a stark reminder of our need to love and be loved. It is a reminder, too, that sometimes people need to hear that they are loved. Once those basic needs are met, students can grow excited about the topics they are studying and about learning something new.
They may even begin to create knowledge all on their own. As the quality of the interpersonal environment increases, generally so too does the motivation to learn. That is, being loved can build a love of learning. Being told that we are loved triggers psychological and physiological responses in our body.
Psychologists have shown that humans have a need to be loved; this may indeed be one of our fundamental human needs and one of our primary goals in life. As some would say, it is what makes life meaningful. It should come as no surprise, then, that students want to experience love, particularly when our interactions are limited by the cold interface of Zoom, blocked by the necessary face masks, or staged six feet apart or more.
We should tell our students that we love them. This advice is not for everyone. If you have boundary issues with students, this article probably is not for you.
Too many predatory professors need more training and more ethics in working with students. To be perfectly clear: this is not an invitation to harassment. True love knows its boundaries. One way is to casually and collectively tell students that you love them.
It is easy to slip these phrases into class conversations. This acknowledges to students that their presence is valued.
Whether we acknowledge it or not, academics are not exactly known for their social skills, so err on the side of caution. Actions do still speak louder than words. However, words are important too. We should not minimize the power of reinforcing to students that they are loved, as long as it is done so in an appropriate way. College students face many challenges today that are exacerbated by the social events of recent times.
We are experiencing a substantial mental health crisis that may very well continue to expand in scope. While telling students they are loved will not change policies or provide clinical resources, it is a small step towards giving students a greater sense of security and support in an area of their lives that may more often than not be defined by asment deadlines and grades.
The benefits of telling students that they are loved extends directly to the classroom. Students are more likely to engage in meaningful discussion when they feel like they belong and are supported by their instructor.
They may feel more emotionally connected to the class and more efficacious in their academic mindset. Moreover, knowing that they have social stability in their relationship with their instructor may provide cover when wading into potentially thorny political or philosophic issues, as is often the case in my classes.
In particular, students who come from backgrounds of trauma or oppression may especially benefit from the support and knowledge that they are loved Freire, Ultimately, being intentional about telling students that I love them does just as much for me as it does for my students. It reminds me of the human side of education and my motivation for teaching in the first place: the students.
It feels good to encourage students and to build trust in my classroom, whether that be a physical or a virtual space. And at the end of the day, sometimes our work environments need more love too.
Like students, we need to love and to be loved. We could really use some more love right now, so tell your students you love them, appropriately. Ambrose, Susan A. Lovett, and Marie K. Jossey-Bass, Cavanagh, Sarah Rose. West Virginia University Press, Eyler, Joshua R. Mendzheritskaya, Julia and Miriam Hansen.
Effective Teaching Strategies. February 12, Andre P. Post Views: 1, First Name. Last Name. Job Title. up here.Would love for you to teach me
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