Students may forget the fine details of content they learned in class or the test that made them remarkably nervous, but students will always remember how teachers made them feel about their own academic capabilities.
Teachers have the unique ability to make students fall in love with subject areas they otherwise may have been intimidated by. Educators can make their students feel like a “math person” or a “science person” by teaching and adapting content in a way that works for students rather than against them.
As explained by the findings in a study conducted in 2021, “The students’ beliefs about themselves as learners are shaped by the teacher’s communication of expectations for students, so that when the teacher conveys a belief that the student can succeed at school, the student believes it too and acts accordingly” (Johnston & Shand).
In addition to helping students build confidence, a teacher’s approach to course material can impact a student’s perception and level of interest in an entire subject area for years to come. Without educators, curriculum can only be so effective. Teachers bring content to life in a way that inspires students to think about their future careers, use their imagination, and foster creativity.
A teacher’s impact does not stop once the bell rings. Outside of the classroom, teachers and other support staff serve as role models, mentors, and advocates for students. Educators are often the first person a student will turn to when a problem arises, such as a bad grade, untied shoelace, or an encounter with a lunchroom bully. From the big moments to small moments that students experience during their time in school, teachers make all the difference.
JASON Learning would like to thank educators worldwide for your hard work and dedication to our future leaders in STEM and other career pathways. Without you, our mission could not be fulfilled.
Johnston, O., Wildy, H. & Shand, J, 2021. ‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students. Soc Psychol Educ 24, 1535–1556 https://doi.org/10.1007/s11218-021-09668-1