Small Acts of Kindness

Guest Dragon Dropper Hang Le, an undergraduate student at Swarthmore College, has been assisting Stacey in researching "what works here" at Freire. In her recent observations of Freire classrooms, Hang noticed something special about our teachers. She reflects on what she witnessed here:

One of a teacher's most important tasks is to create a positive learning atmosphere that encourages all students to participate and feel good about learning. But how exactly do teachers build such rapport? How do they foster these kinds of close, caring relationships? As someone who is currently in an "in-between" stage--not really a student, but not a teacher, either--I have become particularly conscious of how the power dynamics between teachers and students can make it difficult to build good rapport and make classrooms places of collaboration, not resistance. After observing teachers at Freire, though, I began to see that perhaps it's all about the small acts of respect and kindness that teachers engage in (perhaps even unconsciously!) every day.

For example, Ms. Lisa, 9th and 12th grade English teacher, likes to stand in front of the classroom door and greet every single student by name. Some students also stop to chat with her, not only with questions about the class but also with updates about their personal lives. The transitions between classes are always hectic, but they are also times where teachers can afford to drop the mask of "serious business" and be more friendly with their students. (Ms. Lisa also uses this time at the door to take attendance, which I thought was a brilliant way to multitask!)

Consistent encouragement and acknowledgement of students' group work are also ways I noticed Freire teachers showing respect and building rapport. It's not just about saying "good job" in response to students' answers, though. In Mr. Jason's 12th grade Biology class, as students were doing individual worksheets, he would occasionally say to the entire class, "Alright! You guys are doing great! We'll reconvene in about four minutes." It's such an effective way to both remind students of the time as well as to make the learning environment more positive.

In another classroom, I noticed that Ms. Taryn is not afraid to single out students--and not for the usual reprimand, either. Instead, she acknowledges what good work the individual student has been doing in that session. I know how much I personally liked it when teachers acknowledge my efforts, and the many hands volunteering to answer questions in Ms. Taryn's class show that her students feel the same way.

Relationships are strengthened over time by the small gestures and words of kindness that are easily overlooked. It's about the smiles, the "thank you's" after calling for attention, the verbal acknowledgement of good work. They not only show the care that teachers have for our students, they also show the respect that we have for them as members in the community. Go, Dragons!