Publish at September 25 2024 Updated September 25 2024
We've all known teachers who have left us with lasting memories and made us love their subject. On the other hand, we have sometimes experienced long hours of boredom listening to the "teacher" in the background. The former made us want to get involved in their activities, the latter got us to do what was right, and then only because it was right.
Many of us don't imagine or care (although some of us do care too much) about the image we project. When I say image, I don't just mean appearance, but also and above all attitudes. Like Mr Mégot (Cigarette butt), the gym teacher in the excellent comic strip «Le Petit Spirou»:
What credibility does a gym teacher who smokes, has a pot belly and behaves in a way that shows he's no sportsman? Of course, it's a caricature, but when does it become a caricature?
Among the teachers you've had, do you recognize this type of behavior?
My first experience when I signed up for my teaching qualification was a surprising one. It was a Saturday morning. A teacher told us for two hours that we had to get our learners involved, without ever doing anything other than reading and scrolling through badly made slides. The only thing I remember about his slides is the one on which it was written: "c'est en saignant que l'on devient enseignant" ("it's by bleeding that you become a teacher"), because I have to admit I found the pun rather peculiar.
In reality, the suffering was on the learners' side, at least as far as I was concerned, as these incoherent hours always seem so long.
On several occasions, I've heard stories of teachers who looked down on their colleagues because all the students were doing well in their classes, whereas the same students were failing in those colleagues' classes.
When the person who assesses is the one who trains, it's possible to set such a low threshold that everyone will indeed "pass".
Let's not forget, however, that this can be a very demagogic approach, because not having any failures means no complaints from parents, no visits to parents' meetings, no appeals and no need to prepare second sessions.
One thing is certain: if students perceive one of their teachers as someone who is stingy with his or her work and investment, they won't be inclined to put in a lot of work, and all the more so if the requirements are low.
We could go on with other caricatures such as:
Congruence refers to the alignment between what we think, what we say and what we do. It's the coherence between our convictions, our words and our actions.
Students understand situations very well; they form opinions about each of their teachers and create their own image, sometimes rightly, sometimes wrongly. Ideally, students should perceive their teacher as authentic and credible. A congruent teacher inspires trust and commitment because learners feel that the message conveyed is sincere and truly reflects what the teacher believes and applies.
Congruence goes far beyond the spoken word. It manifests itself in the way a teacher teaches his or her values, teaching methods and classroom attitude. Avoiding any discrepancy between what we say and what we do creates this impression. Any incongruence can generate confusion and distance between teacher and learner.
As the saying goes, you can see the speck in your neighbor's eye, but not the beam in your own. We've all, at one time or another, experienced this phenomenon: seeing in others behaviors that we criticize without necessarily realizing that we can sometimes adopt them ourselves.
The mirror effect consists in coming face to face with ourselves and analyzing our teaching practices in an honest and constructive way. Self-assessment gives us a better understanding of our personal functioning and how our actions in the classroom may be perceived by our students. This opens the door to possibilities for adjusting our approach to promote better learning.
Self-reflection is a powerful tool for any teacher wishing to progress in his or her practice. It enables them to take a step back from their methods, to identify what's working and what needs to be improved. Questioning oneself is a sign of professionalism and commitment to one's students.
By taking the time to analyze their lessons, teachers reinforce their congruence: they align their pedagogical intentions with their actual actions. Self-reflection is not only beneficial for the teacher, it also helps to create a learning environment that is better adapted to students' needs.
One of the most effective techniques for self-assessment is to film yourself during your lessons. By viewing the recording, the teacher can analyze :
This visual feedback makes you aware of details that are often invisible at the time.
Another useful tool is the reflective journal: the teacher regularly notes his or her impressions after each period, trying to identify what went well and what needs to be improved.
Asking students for direct feedback can provide valuable insights for adjusting teaching methods and making the course more dynamic and interactive. Of course, mechanisms need to be put in place to ensure that things don't go wrong for either side.State of mind is part of congruence. If you enjoy teaching, there's a good chance you'll communicate your enthusiasm. If, on the other hand, you find teaching painful, you'll feel it. A teacher's enjoyment of teaching is likely to have a direct effect on the engagement and enjoyment that students will experience during teaching activities.
When a teacher shows genuine enthusiasm for his or her subject and interactions with students, this enthusiasm is contagious. Learners quickly perceive this personal investment, which makes the activities more attractive and engaging. Such behavior creates a positive, dynamic atmosphere, and students are eager to actively participate and invest themselves in the tasks on offer. This shared enjoyment promotes a more enriching learning experience for all.
This excellent article illustrates the effects of real investment in an activity: Motivation: we've got it all wrong! Daniel Pink's indispensable reminders of what motivates us.
Being congruent seems to me to be a prerequisite for being credible in front of students. Congruence helps establish a relationship of trust and a stimulating learning environment.
By aligning words and actions, the teacher creates a credible and engaging environment for students. By cultivating self-reflection and taking pleasure in teaching, we can foster a dynamic so that everyone actively participates in learning activities.
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