The Power of Teacher Voice

I was inspired to write this article right after I read an unpublished essay by Lisa Barry, an elementary school teacher in Texas. Her essay, which Character.org proudly published today, explains how her approach to teaching has been shaped by a powerful personal experience that occurred during her high school years. (A link to her essay is below).

Lisa’s essay exemplifies the tension between teachers bringing our authentic selves to the classroom and the proverbial “don’t smile until Christmas time” approach. Of course, every teacher must be aware and sensitive that “opening up” and sharing personal stories with students can only be done within professional boundaries and expectations.

We know from the research that sharing personal stories helps to build trust. In the context of school, I think it would be extremely hard for students at any grade level to share their feelings and experiences if a teacher doesn’t model the way. For example, imagine a fourth grader asking his teacher for a time when she showed resilience and grit and the teacher deciding not to offer an example. That’s a missed “teachable moment.”

Yet there are topics that should be avoided: religion, politics, and I’m sure a few others. 

But I know one teacher who helps her elementary school students learn about autism, in part because one of her children is autistic. I’ve read about teachers who volunteer at animal rescue shelters and how they have worked with other teachers at their school to develop a service-learning curriculum focused on animal rights. I would argue that these are great examples of teachers bringing their authentic selves to the classroom. 

When reading Lisa’s essay, my “aha moment” occurred when I realized that I could not be an advocate for “student voice” without also affirming the power and value of teacher voice. 

Stories matter. Schools can’t just be sites where only the adults in the building send a strong and sustaining message: “I see you. I hear you.” Schools also need to be places where students share with their teachers that affirming message. 

Yet, in today’s politicized environment, many teachers are reluctant to share any story with their students. How sad. Doesn’t it make sense that when students know something about their teachers and staff, they will be more willing to share their own stories, whether it’s about their mental health or the joy of making the volleyball team?

Teachers are not automatons. Research shows that teacher-student connection is a strong predictor of high levels of student engagement. The best teachers know that trust is at the heart of the student-teacher relationship. We also know that trust is most often built on the anvil of empathy and authenticity. This is why it’s so important for all of us to encourage teachers to bring their stories and experiences to school. 

Wisdom literature reminds us that strong convictions require strong sources. Personal narratives are the sources that help to form and shape our beliefs and character, whether we’re a twelve-year-old student or a seasoned teacher. In so many ways, we are our stories.

NOTE: Click here to read Lisa Barry’s post.