We are well past the first days and weeks of the 2008-09 academic year, but trust building begins on day one and requires consistency as the year progresses.  Students who come to trust you will not be classroom management problems:They will help you achieve your goals and they will help other students see you in the best possible light.  My son, Sean Brooks, who is a 3rd year health teacher at Punta Gorda Middle School, and I want to share some trust building behaviors that will help make your school year rewarding.

Whom Do You Trust? 

1. You trust people who anticipate your needs.
2. You trust people who demonstrate that they care about you. 
3. You trust people who are reliable and consistent
4. You trust people who correct your mistakes and help you learn.
5. You trust people who help you to feel competent and successful. 

Students will come to trust you for the same reasons. They will come to trust you if they feel safe physically, socially and mentally/emotionally in your classroom. Students who know you care about them will trust you. Students who know you are reliable and consistent will trust you. Students who get academic and personal help when they make mistakes will trust you. Students, who feel competent and successful because of you, will give you much of the credit for their achievements.  This is the teacher you always want to thank in person.

Creating Social/Emotional Safety

Teachers who are willing to discuss topics and concerns beyond their content area generally have fewer day-to-day management problems.  Consistently let students know that you are someone who they can come to with any question or concern. Questions like “How are you doing?” or “Is something bothering you?” or “Is there anything I can do to help?” signal that you care. Beginning of the year confusion, intimidation, inconsistency and threats may create short-term compliance, but you put genuine trust at risk.  Sean and I agree that the teacher who carefully watches students come into the classroom (the pre-instruction context) can observe students in distress or in need of some personal attention. Students know that you don’t have to talk to them before class starts or afterwards.  Thus, they attribute the motivation to you and not something you have to do. Over time, students will come to you with their concerns trusting that you will listen and that you care about them. Students, like most people, just want to be in the presence of someone who cares. 

I have “first day of school” videotapes from research that I did in 1983.  The most effective and trusted teachers were the ones who took time to ask students how they were doing.  They reassured them that if they had any questions about the new school they should come to them.  One teacher did this by making sure that students knew how to unlock their hall lockers. Middle school was the first time many of them had ever used a combination lock.  Because he took the time to care about their “locker fear,” he helped them feel more safe and started earning their trust. 

Talking With Students

As the school year moves into the first month, individual problems and needs emerge with more frequency. This seems to always peek in October.  Student problems often become more complicated. Sensing a problem, effective teachers “go to the student” and talk with them at his or her desk.   Sitting with them nonverbally communicates that you care about them.  Sit beside them or at 45 degrees is comforting. By sitting, you are communicating more of a commitment to listening. Your eye contact with them is near the same level and less threatening. Sitting down will often soften your tone of voice too! This sitting strategy shows them that you care, understand, and want tomorrow to be better than today. One way to help a student feel not so alone is to share with them your similar school experiences of nervousness, difficulty, failure, and uncertainty. This allows them to connect to you. You are showing empathy. If you have never failed, been nervous, been uncertain or had any difficulties, classroom teaching may not be for you. It helps to have been there.

If you scare them on the first day with nonsense introduction games, difficult instruction, intimidation or any other confusion, you may get early compliance, but trust will not be in the offering. Content-based instruction has its time and place. It’s not on the first day of school. Resist telling them about the “upcoming tests” they will have to do, or that “major project” that is due in 4 weeks that they have no idea about.

Consistency and Reliability

There are 180 school days in most academic years.  Without consistency and reliability, you have the potential for encouraging many management problems.  Sean’s first year of teaching was with high-risk, high-maintenance middle school seventh and eighth grade math and science students.  He gained the trust of these students by making every day, every week and every unit as structured predictable.  Students came to anticipate video-enriched lessons, discussions, vocabulary, skills, reviews and tests in a consistent sequence and on a consistent day.  Students knew exactly what the goals of the lesson were.  They were reviewed every day. Each day had a particular activity. All the activities pointed toward a formative and summative quiz’s that were specific to the goals.  

Many of Sean’s students lacked consistency and reliability in their own lives.  Many students came from homes that were chaotic and unpredictable.  Meals were random. FEMA trailers surrounded the school.  Hurricane Charlie had destroyed the middle school.  Supervision at home was random.  Conversation was based on discipline for mistakes, not instruction for success. This is happening in too many homes and reaches beyond the typical at-risk kids.  For Sean’s students, his class became a safety net.  As the year progressed, some students would make up reasons to stay after school.  They told him that they could not wait for Monday. They knew that, for at least five days, someone who they trusted would manage their learning and keep them safe. When we talked on the phone about this column, Sean said, “The more they rely on you for safety, trust and as a caring person, the better. Your face should bring peace to their hearts and they should smile when they see you.  Being there for after school sports and activities always helps. This will reduce all other classroom conflicts. I love my kids.  I love my job.”

Sean Brooks is a Health Education teacher at Punta Gorda Middle School in Punta Gorda, Florida. He advises the Conflict/Violence Prevention Focus Group for participating PGMS students and coaches intramural sports. He is an Associate with Partners In Learning.

Dr. Douglas Brooks  is a Professor in the School of Education, Health and Society at Miami University. He teaches graduate and online courses in grant writing and consults with school districts to build grant writing capacity.

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