You know what?
There’s a whole lot of misinformation on effective teaching, which is why it’s easy to feel defeated when you’re doing everything “right” and still not getting results. This misinformation can also create limiting beliefs.
Before I learned how to build strong relationships and create empowering learning environments, I tried every guide and professional development session I could find.
Expert #1 would say don’t get too close to students; they need to respect you as an authority figure. And expert #2 would say don’t let people see your vulnerabilities or struggles.
Many people think that focusing solely on academic achievement is the best way to be an effective teacher because emotional detachment is more “professional” and academic outcomes should be the sole focus of teachers.
Others think engaging all students is impossible, making it harder for them to provide meaningful learning experiences that cater to a variety of learning styles and interests.
I learned that by intentionally building relationships with students and incorporating a range of engaging strategies, I was able to increase my students’ participation in class and their motivation to succeed.
You absolutely should NOT project an image of perfection or emotionally distance yourself from your learners!
I found that when I tried to be rigidly professional, it led to feelings of disconnection in my classroom. It decreased the amount of communication with my students. The classroom climate felt cold and unwelcoming. And I was missing out on valuable opportunities to learn from the perspectives and experiences of my learners.
No matter what I did, I just felt ineffective, which led to stress and burnout. My limiting beliefs made me less likely to reach out to my colleagues for support.
Once I finally started being more myself, more authentic, in the classroom, I saw a shift in the level of trust. Students were more willing to approach me with questions and raise their hands in class. I began to build genuine connections with my students, which led to a more positive and respectful classroom culture. Once they realized I cared, they felt safe to care about school too.
If you are struggling with any of these types of limiting beliefs, you can shift your classroom too!
Read on for some sneaky limiting beliefs that may be holding you back from feeling effective and empowered, and how to turn them into your superpowers.
Limiting Belief #1: I have to control every aspect of the classroom
You may feel the need to control every aspect of classroom activities, leading to limited opportunities for students to feel engaged and to explore creatively.
This limiting belief can especially happen for teachers who are new to the classroom and are working out their classroom management processes and teaching style. Or previous challenging classroom experiences can lead teachers to adopt a controlling approach to prevent similar issues from arising.
You may feel that without strict control, the classroom will descend into chaos, leading to disruptions, unruly behavior, and an inability to maintain a productive learning environment. You might also feel pressured by administrators or parents to demonstrate your competence through tightly managing every aspect of the classroom, including student behavior and academic progress.
Some of us have a natural inclination toward organization and structure, leading us to seek control over classroom dynamics as a way to create a well-managed and efficient learning environment.
How to turn it into your superpower
First, challenge your belief. After all, it’s just a belief and you have no proof that it’s reality (spoiler: it’s NOT!)
Ask yourself why you think you need to tightly control the classroom. Is it that you want to be seen as successful and effective? Do you or others (administrators, colleagues, parents) have unrealistic standards you feel you have to meet?
Once you have the answers, think about what it would be like to release some of the control. What would it be like to embrace flexibility and empower student autonomy? Would it make your teaching more engaging and inclusive?
Reframing this idea of control involves empowering student autonomy, building trust and respect, embracing flexibility, cultivating a positive learning environment, and engaging in regular reflection and iteration.
Embracing this superpower allows you to create a dynamic and student-centered learning environment where students thrive as active and independent learners.
You don’t have to take action now. Just let it sit with you and try to broaden your perspective. Keep challenging yourself.
When you’re ready, check out these resources:
Limiting Belief #2 – I have to do everything all on my own
“I don’t have time to ask for support; it’s faster if I just do it myself.”
Sound familiar?
We all have a strong sense of responsibility for our students’ academic success and personal growth. Often, we are also working with limited resources and support. This leads us to think we have no choice but to handle everything independently. Another limiting belief!
But if you’ve been feeling overwhelmed with your workload and time constraints, it’s probably time to re-prioritize.
Do you really need to work in isolation or handle tasks and decisions on your own? Or is it that a way to avoid feeling let down by others or being judged or criticized if you seek support?
It’s common to value your independence – teacher autonomy has historically been one of the attractions of the profession.
But you know what?
Seeking support and collaboration can lead to a more enriching and successful teaching experience. By sharing responsibilities and working together, teachers can create supportive and dynamic learning environments that benefit both educators and students.
How to turn it into your superpower
Recognize the strength and potential that lies in collaboration, teamwork, and seeking support. Here’s a few ways you can enhance your effectiveness in the classroom and create a supportive and enriching work environment:
- Cultivate a supportive network: Seeking support from colleagues and administrators not only provides valuable insights and feedback, it also fosters a sense of camaraderie and shared goals. By working together, you can pool your expertise and share ideas that lead to better experiences for your students.
- Share best practices: Tap into the collective wisdom of your colleagues to discover new strategies and approaches that can enhance your teaching effectiveness. Observing and being observed by fellow educators can also lead to valuable insights and constructive feedback that enhances your teaching practices.
- Support and mentor new teachers: By sharing your experience and knowledge, you can help newcomers to the field navigate the challenges of teaching and foster their growth as educators. This also models how seeking support and collaborating are essential elements of professional growth and development.
Limiting Belief #3: I can’t meet the needs of all my students
How many times have you gotten excited about a new lesson or topic of study, then immediately thought, “Nah, I won’t be able to differentiate this for all my learners. I don’t have enough time/resources/help in the classroom”…?
You’re not alone. This is another limiting belief that comes from a place of fear, and we all have them.
Like many educators these days, you might be dealing with large class sizes or feel that you don’t have adequate resources, materials, or support to meet individual needs. You probably also have limited instructional time, making it challenging to provide personalized attention to each student.
The demanding nature of the teaching profession can leave us feeling physically and emotionally exhausted, making it difficult to effectively address every student’s needs. And there’s a lot of pressure to focus on specific aspects of teaching, which hinders our ability to address individual needs.
The problem with this belief is that it can prevent more empowering beliefs from forming if you’re not aware of them.
It’s essential for us to recognize that meeting the needs of all students does not mean doing so in a one-size-fits-all approach.
Differentiated instruction, student-centered learning, and collaboration with colleagues and support staff can help you better address individual student needs effectively. By focusing on building strong relationships with students, understanding their strengths and challenges, and providing a supportive and inclusive learning environment, you can work towards meeting the diverse needs of your students to the best of your ability.
How to turn it into your superpower
While it may not be possible to meet every need perfectly, your efforts to create an inclusive and supportive learning environment can have a significant positive impact on your students’ growth and development.
You can absolutely embrace the challenge of meeting diverse needs!
Celebrate growth and progress over perfection. Recognize that meeting every student’s needs perfectly may be impossible, but continuous improvement and small victories are equally valuable. Celebrating the growth of each student creates a positive learning culture in the classroom.
Empower student voice and choice in the learning process. Involve students in setting goals, selecting projects, and giving input on their learning experiences. Your superpower lies in creating a student-centered environment where learners actively engage in their education.
For example:
One science teacher I know implements project-based learning each semester. She provides direct lessons on the core concepts in each unit, then encourages each student to design a project around their interests within a broad question or problem of practice.
Students conduct independent research and then discuss their findings and thinking so far to small groups of their peers. The peers ask questions and make connections based on their own areas of study. The teacher also meets with students individually during project time to check in and facilitate the student with next steps.
This encouragement for collaborative learning and group discussions engages the students actively in their own learning process, and allows them to draw on their own interests as they demonstrate progress toward the learning goals for the unit.
Need a few more ideas? Check out these resources:
You’re making great progress!
It’s time to turn your limiting beliefs into empowering beliefs! If you find yourself struggling with burnout and feeling discouraged in the classroom, think about what may be holding you back. Write down 10 limiting beliefs, and don’t be afraid to see them on paper.
We all have them, remember? It’s what you do with them that counts.
Will you push through and keep going? You bet you will!
Check out the Teacher Mindset Cheat Sheet for some more simple strategies to shift your mindset and get you feeling empowered!
Remember, you can always reach me here. Let’s get you feeling confident in your effectiveness as you overcome your limiting beliefs.
