Navigating Complex Classroom Dynamics with Compassion

In a LinkedIn post, an ESL teacher, Jerry Archer, shared a challenging situation involving three visibly upset students who entered their classroom. The students explained that their previous teacher had confiscated their notes and given them a zero on an "open-note" quiz because some notes included translations in their first language. This was not a rule they had been made aware of, and the misunderstanding left them feeling wronged and unsupported.

The situation revealed deeper frustrations the students had with this teacher, stemming from a lack of empathy and unclear expectations. Jerry, who witnessed this event, reflected on whether he should address the issue with his colleague despite previous unproductive conversations.

Jerry stated, "...as I’ve reflected on this more, there are a few principles I choose to adhere to:

• Students need to be shown empathy so they will open their minds and hearts to learning.
• Expectations for how students should work on assignments and assessments have to be clear.
• Punitive reactions generally cause students to close up. Because of this, I want to choose an approach that keeps students from losing motivation to learn.
• It is okay for a teacher to apologize for making a mistake (i.e. an emotional reaction to enforcing a policy or inconsistency with how we enforce a policy).
• There is nothing wrong with being strict as a teacher when it is done with compassion. Students appreciate it and know the difference.
• I should never wish for the downfall of my students. If I’m stressed to the point that I don’t want to support my students, I need to consider how to take a break from teaching.

Would you add any principles to this list? What would you add? (Jerry Archer, LinkedIn Post)

This post by Jerry Archer prompted me to reflect deeply on how educators can navigate similar challenges with empathy and proactive solutions. Drawing on my RISE Framework from Rising Resilience (Reflect, Inquire, Strategize, Empower), here is my thoughtful response to addressing these dilemmas effectively.

(Reflect) This situation goes beyond a simple misunderstanding. The students’ frustrations stem from more profound feelings of being unsupported and misunderstood, highlighting a breakdown in communication and trust. I appreciate how you’ve already reflected on your role and principles, demonstrating your commitment to fostering empathy and fairness in the classroom.

(Inquire) To address this effectively, could you ask key questions to guide your approach? About the students: Have they been given opportunities to express their concerns in a constructive, non-threatening environment? About the teacher: What might be causing their defensiveness—stress, cultural misunderstandings, or a lack of awareness about supporting ELL students? About the system: Are there policies or communication gaps that need addressing, such as ensuring substitutes convey expectations accurately?

(Strategize) Building on these reflections, a strategy could involve validating the students’ feelings first: “It sounds like you feel unsupported, and I can understand why.” Empower them to frame their concerns respectfully for discussion with the teacher or administration. Instead of confronting directly, the teacher should consider mediated talks focusing on shared goals: “How can we ensure clearer communication to help students succeed?” At the institutional level, advocate for more straightforward policies about note-taking expectations and accommodations for ELL students.

(Empower) Your principles are excellent, but consider adding: “Students thrive when they are partners in their learning,” emphasizing inclusion in policy discussions; “Miscommunication is an opportunity for growth, not punishment,” encouraging solutions instead of blame; and “Support is multidirectional,” highlighting that teachers also need resources to manage stress and develop inclusive practices.

By applying empathy and modeling resilience, this situation can become an opportunity to strengthen relationships, improve communication, and create a more supportive learning environment for everyone involved.