| Compassion in the Classroom
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Dear Colleagues,
I would like to share with you a lesson I have learned from recent experiences, one that has the power to alleviate discomfort and foster understanding. It is the lesson of compassion. In times when I mistakenly arrived a day early for a professional lunch, or when I sought an extension from a journal editor after missing my writing goals, it was the warmth of compassion that made all the difference. I am immensely grateful to have been on the receiving end of compassion from the people that I encountered. This reflection led me to a deeper dive into compassion: compassion within the classroom, and how it shapes our response to students.
Compassion is the “sympathetic pity and concern for the sufferings and misfortunes of others” (Oxford Languages). It can also be broken down into these key elements, as derived from the works of Kristen Neff and the Vanderbilt CTL:
- Mindfulness over Over-Identification/Exaggeration
- Kindness over Judgment
- Common Humanity over Isolation
So, what does this look like in the classroom? Let us consider the following practices:
- Be Transparent and Purposeful to Manage Stress: David Yeager challenges the long-held belief that teachers may either be supportive or have high standards, instead hypothesizing that highly effective teaching can both be supportive and have high standards. Kristin Patterson recently offered a STEMx Learning Lunch, “Compassion without Chaos,” which built off of Yeager’s work and provided a pragmatic approach to implementing this in the classroom. Based on both of their approaches, here is an example to illustrate how transparency, purpose, and stress mitigation can be integrated into what we do:
Imagine a student who arrives at your office hours, visibly distressed, seeking to discuss a poor grade on an exam. An uncompassionate response might be: "Clearly, you aren't putting in the effort. There's a deficiency in your understanding." A compassionate response, on the other hand, could be: "Thank you for coming to talk. Exams help gauge where you are in the learning process, and it seems like this exam has been quite stressful for you. Perhaps the grade didn't meet your expectations. Can you tell me more about it? I remember how it feels to receive a disappointing grade on an exam, and I'm here to support you."
- Model Self-Compassion: Inspired the work of Dr. Kristin Neff, I have come to appreciate the value of self-compassion. Modeling self-compassion can mean being gentle with oneself, using soothing words and behaviors, acknowledging our shared humanity with its inherent imperfections, and refraining from exaggerating either our successes or failures. I have taken the liberty to share my own imperfections in class, acknowledging my mistakes with the reassuring words, "I made a mistake; I am human and will strive to do better next time," hoping students may use a similar approach to improve well-being, decrease anxiety, shame, and depression (Mindfulness & Clinical Psychology Solutions).
- Maintain Compassion in Email Communication: Emails can be daunting, particularly for freshmen students emailing their professors. Keep a compassionate tone in your email responses by expressing gratitude when students reach out and including words of kindness. Simple acts of acknowledgment and empathy can go a long way in making students feel valued and understood.
- Embrace Emotional Check-Ins: Begin by creating an atmosphere where mood checks become the norm. This could be as straightforward as engaging students in casual conversations before or after class, taking a moment to ask, "How are you?" In larger classrooms. Some instructors have employed creative techniques, like asking students to identify with an image that best represents their feelings at that moment. Such practices help build rapport and trust.
- Alleviate Stressors: Take inspiration from Kara Rogers, the Director of the CNS Freshman Research Initiative, who initiates her semesters by asking students, "What's one thing you want me to know about you?" This simple question encourages students to open up about their challenges, be it anxieties about participating in class or other personal concerns. Identifying stressful phases of the semester, such as midterms, presents an opportunity to express your support verbally and wish students well. Adjusting exam and assignment schedules outside of these intense periods can further reduce their burden.
There is a wealth of resources available on compassion. Here are some of my favorites:
- “Self-compassionate Teaching: Putting on your Oxygen Mask First,” an insightful piece by Julaine Fowlin, Becca Sandhu, and Samantha York (Vanderbilt University).
- Dr. Kristin Neff’s website on Self-Compassion, and her appearance on the Hidden Brain podcast
- Neff, Kristin (2003), Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself, Self and Identity, 2:2, 85-101, DOI: 10.1080/15298860309032
- If you’re interested in learning more about the benefits of self-compassion and myths, you can explore the Mindfulness & Clinical Psychology Solutions website, which provides an informative introduction to self-compassion.
Wishing you all continued success in your educational endeavors,
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Gwen Stovall
Chair-Elect, Provost’s Teaching Fellows
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Upcoming Events and Opportunities
Texas Teach-Up, February 28-29. There's still time to register and observe a course! Texas Teach-Up (TxTU) is the signature event of the Provost's Teaching Fellows program, and brings instructors from all colleges and schools together to celebrate and reflect upon their teaching practices. Sign up to attend by February 22 at 9am in order to participate.
Save the Date: Graduate Teaching Showcase, March 29. The CTL, partnered with the Graduate School and UT Libraries, will host the eighth annual Showcase of excellence in graduate student teaching. All instructors are welcome!
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