Being a mentor is not always easy. As an English teacher of students across a broad spectrum of ages, levels, and interests, I have been tested consistently and found that being patient is sometimes easier said than done. I would like to share some of the keys that I’ve uncovered during my last 6+ years of teaching and tutoring to maintaining my composure and making authentic connections with my students (that I hope could last for a lifetime).
Compassion. If we are compassionate with others, we become more compassionate with ourselves — and vice versa. Throughout my life, I have struggled to find and cultivate self-compassion. This difficulty comes from being a perfectionist, a busy-body of sorts, always wanting things to go smoothly. Always wanting to be right. Always wanting to feel competent.
As my good friend and mentor Uncle Iroh once said, “Pride is not the opposite of shame, but its source.” When you are compassionate with yourself, you forgive your own mistakes and short-comings. You are more patient and ultimately, more humble. And if we cultivate a strong compassion with ourselves, it is not so hard to transfer that compassion to our relationships with others.
Empathy. Being able to see things not only from your own perspective, but contradicting perspectives, and recognizing which of those perspectives applies to the person you are interacting with. As a teacher, empathy cannot be stressed enough. Like humility, if we lack empathy, we easily can become a caricature, the angry, exacting professor sneering down at their students without a drop of remorse or interest in the perspective of those they are teaching.
Empathy can only be built from humility, by understanding that we all make mistakes. There was a time when we were learning. Ideally, we are still learning everyday. And how do we like it when encountering someone supposed to be mentoring us who talks down to us and makes us feel dumb every time we have a question or make a mistake?
We don’t. We shut down. Shame leads to anxiety which can ultimately affect the functioning of our brains and memories. This is why it is so hard for someone that has been abused as a child to recall information and be present in other realms of their lives.
Be an example. As a teacher, we are in a special position. We are learning, just as our students are learning. However, our students oftentimes act as a mirror, holding up our own best and worst traits. (This is also true for parenting, but since I’m not a parent, I realize I can’t really speak to that relationship directly)
When you want to teach something, you must talk the talk and walk the walk.
I know I’m not saying anything that hasn’t been said before, but I’d like to use my own successes–and failures–to illustrate what I mean.
When I started out teaching fulltime in Colombia, I felt an immense pressure to establish myself as an authority figure in the classroom. As a younger woman (I was 24 when I started out), many assumed that I must be trampled by my students.
All my life, I’ve had a terribly great tendency of taking these sorts of assumptions personally and using my disgust at them to fuel my success. You know, to be the best to prove others wrong. Spite, however, led to feelings of anger, defensiveness, and isolation…and that’s what happened to my professional relationships at the outset of this journey. I never wanted to be wrong or be confronted about being wrong. I didn’t like for my authority to be questioned. Because I focused more on what I didn’t want to be instead of the sort of teacher I would admire and choose to be.
Laugh at yourself. The more I let go and got taken off guard, the more I learned that the best solution to any tension or mistake is to laugh at oneself. If a student does or says something shocking (and trust me, they will) sometimes instead of letting yourself fall into the role of vindictive hell-bent teacher to prove a point — imagine how you would handle this situation if you were an actor or person you admired or felt inspired by (in my case, Uncle Iroh obviously ranks high on my personal list). Putting yourself into another role and viewing things as humorously and impersonally as possible keeps the classroom fun and also hides the buttons that your less-than-nice students might try to prod at any given opportunity. Also, it helps maintain that whole humility thing.
Don’t jump to conclusions. Assumptions are the enemy in any human interaction. Students will often speak impulsively — and parents as well — especially when they are under stress. The best thing is to shut up and listen. Don’t assume you know what’s going to come out of their mouth. I’ve realized I prevent fires that could have easily sparked out of a simple misunderstanding. As teachers, we have to be slow to process and react to things. In other words, get all of the information and then respond.
Take responsibility. This goes back to being a good example to your students. When you take responsibility without assigning blame or excusing your own mistakes, your students pick up on how genuine you are and how strong your character is. Hypocrisy is a double-edged sword — it hurts the bearer and those in its path. Being a hypocritical teacher is insidiously easy, but it will not gain the respect of your students, and worse, their behavior will reflect your worst moments.
When I was in the hot-headed phase of hating my job and holding onto my power and control by the skin of my teeth, I let my emotions get the better of me. At times, I would preach about treating each other with respect and following the rules while simultaneously humiliating a student in the middle of class to teach a lesson. Little by little, bullying became a problem among that group of students. And some part of me, unfortunately, realized with great dread that it was my fault. I had taught the wrong lessons, and it was my actions, not my words which the students had picked up on.
Luckily, each year and group of students, while bringing its own challenges, offers new solutions and opportunities for growth and self-examination.
During the past year, I have been working with students to promote a growth mindset. The moment I realized that I myself had lacked this important principle and quality was not a blow to my ego — it was a wake-up call. I often felt as though in order to be an authority figure, I had to be direct and firm, brooking no nonsense. But acting that way was as rigid as outlawing fun in the classroom — and I’m a fun person. But under pressure, I felt less and less like myself and more and more fragile. And I didn’t forgive myself enough to realize how much I was growing and changing everyday.
Change doesn’t happen the way lightning strikes — it’s gradual like the tide, ebbing and flowing, sometimes pleasant and rewarding, sometimes painful and unsettling. But it happens, whether we are aware of it or not.
While teaching online, I’ve gotten the chance to step away and reevaluate Ms. Amanda the Teacher. I’ve recognized how my posturing in the classroom often did not create the environment I wanted to see — but I did have some important breakthroughs along the way. I forgave myself. I celebrated how much I had grown and changed. I celebrated the growth of my students. That’s how a relationship is formed. No one is perfect.
When working abroad in particular, it’s so easy to blame every little thing we don’t like on the culture. We romanticize our home countries, thinking that this level of disorganization would never happen there. Everything flows more smoothly through the rose-colored lens of our memories. I’ve spent hours venting and ranting with other English teachers who are frustrated with their jobs, hate their students, disdain their students’ parents, and reminisce on how much easier things were or had been or would be in their own countries.
After talking to teachers in other places and honestly reflecting on my past experience teaching as a paraeducator in the states, I realized that these idealizations simply aren’t true. The difference between myself in the States starting out and Ms. Amanda the Serious Teacher was that I used to have far more compassion. I used to have more perspective, because I often was not in the spotlight. I was a supporting cast member helping to allow things to go smoothly. Yes, things seldom went smoothly. There was administrative pressure, just like I experience now as a homeroom and primary teacher. But with a fresher perspective, I enjoyed teaching more. And as I adapted to the culture shock of living in another country and region with stigmas and stereotypes and ways of communicating, some part of myself became more closed and less excited to absorb everything, to take in new information. To grow.
So that’s what this experience has taught me. I’m far from a perfect teacher (much less a perfect person), but I have been feeling satisfied with the results as I have fine-tuned my online class experiences. The importance of a plan, working with the end result in mind, while being spontaneous and unafraid to improvise and roll with class discussions and fun, has finally imprinted itself on my sporadic, easily-disillusioned mind.
And I’m enjoying teaching. In spite of the new challenges and hiccups, the exhausting days and the never-ending flow of planning and paperwork. I’ve found within this profession a way to evaluate and assess without judgment and to accept criticism and laugh without being too self-defacing and awkward. I’m growing. Reminding myself always to teach with compassion.
What about you? Have you been challenged as a teacher or a mentor? Have you lived abroad? What have you learned?
P.S.: It seems appropriate that this blog go full circle since it’s officially been 4 years since I started it — 4 years of teaching in Colombia.
Diario de una Aventurera 