Why Is Getting to Know Our Learners Important?
- kateguthrie3
- Feb 5
- 5 min read
Simply There to Teach?
I will always remember on my first placement as a student teacher being given the advice from a very experienced teacher that I “shouldn’t smile until Christmas”. As someone with a naturally bubbly personality, I was taken aback as to why I should be so unfriendly towards my learners. They explained that being a strict, fair teacher who showed no sign of relenting, meant that learners quickly understood the classroom expectations. They continued, saying that it was easier to then “loosen the hold” than it was to try and establish boundaries again.
As a new teacher, I always held this in my thoughts - but it wasn’t in my personality to “not smile”. In the first few weeks of my probation, I was met with some learners who were not keen on their new teacher who was a young female. Should I try the strict, unfriendly option? Instead, I asked these learners to have a chat with me about how they were dealing with the change of teacher.
I learned was that it was the change in teaching style that they were struggling with the most. This led to a meaningful conversation with the learners concerning my expectations and dedication to teaching them as individuals.
Going forward, I tried my best to find out something that interested each of them - I showed my interest in them as individuals rather than solely learners in my classroom and we were better able to discuss any issues before they escalated. And the best part - I was able to smile before Christmas.
The Learning Environment
As educators, we want to ensure we create the best learning environment that we can. The rapport between the educator and learner is vital to creating this ideal learning environment. Fostering open communication from the very first lesson, continuing to seek feedback from learners, and showing you can act upon it helps to build trust. Simple gestures such as greeting learners at the classroom door and using their names helps them to feel valued as individuals and can help build that crucial rapport.
This rapport can shape the learning in your classroom too. You may find out that one individual thrives on outdoor learning, another finds it very challenging to present to the class on their own. Knowing your class is instrumental to your planning and preparation: it eliminates barriers and allows all learners to participate to the best of their ability and reach their potential. For example, a learner that finds that it difficult to speak in front of the class could show their learning on a whiteboard.
What Does Their World Look Like?
How a learner acts can be very different from how they are really feeling, particularly teenagers. Their world can be so far removed from our personal experience. Matching your teaching to the needs in your classroom allows quick recognition of when someone in your class isn't quite themselves.
Their world may present daily challenges that aren’t always obvious to us but by getting to know the learners we will be better placed to help their journey in education. Despite how difficult it can be, establishing a nurturing classroom climate provides an inclusive, safe space for learners to open up and seek support from staff who they feel value them.
What Can We Do to Get to Know Our Learners?
Learn names and family information.
It can be very tricky to learn a class full of names, even more so when you’re a secondary teacher and can see hundreds of pupils each day. However, it’s important to try to get to know your learners names so they feel valued and included in your lesson. There are lots of different ways you could learn their names including using a seating chart or playing name games. One of the most obvious ways is simply using their names as often as possible, such as when handing items out.
“Here you go James. One for you Esme. Thanks for helping Ida.”
I love this fantastic Conduit resource that may be great as a health and wellbeing lesson or as part of a transition activity where you can have conversations and get to know more about your class as they create their own name bookmark/table setting.
Simple methods such as using random name spinners or names on sticks are also great ways to help learn names.
Find out about hobbies
Do you have a competitive swimmer in your class? An avid reader of science fiction? Perhaps one of your learners is a champion gamer?!
Why not play to their strengths? Could the next lesson on speed, distance, and time be about swimming races or a gradient lesson on rock climbing? If a learner leaves on Friday telling you that they are off to an athletics competition that weekend, you know you're on the right track for building that elusive nurturing environment. And on the Monday morning when you ask them how it went, you make them feel even more valued in your classroom.
Making the most of learner conversations
Try to find the time during a learning conversation to build rapport, particularly with pupils who don’t often volunteer in the class situation. Use this time to find out about their aspirations and qualities.
This editable learner profile template may be useful.
Encourage mindfulness in your learners with a variety of activities designed to give them space and thinking time.
Be their cheerleader
All your learners come from a variety of backgrounds and for some individuals, sadly, you may be the only cheerleader they have. Shouldn’t everyone have someone cheering them on, encouraging them to pursue their goals? It doesn’t need to be the big things, it could be as simple as congratulating them on persevering with a particular problem in class today or commenting that another member of staff noticed how polite they were when moving through the corridor.
The big wins are obviously important and should be celebrated, but the little wins are important too. Using praise cards is one way to encourage learners.
Q&A/suggestion box
Learner feedback can be very valuable on how we take things forward and help us to evaluate what we’ve done so far. Setting up a Q&A/suggestion box (there’s the possibility of doing this electronically too) allows learners to anonymously make suggestions or ask questions. Addressing all feedback tells learners that you’re working with them and for them.
Remember: they are not adults
Lastly, learners of various ages and stages still want to have fun.
When the content allows, consider challenging and engaging learners by making the lesson a game - they may not even realise they are learning!
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