Although a pedagogy of kindness has become something of a buzz phrase in recent years, it is arguably a familiar concept. There is a fundamental belief that if we approach teaching and learning through the lens of compassion and trust, we can build strong bonds with our students. While the pandemic and its lingering effects may have reemphasized the need for kindness, it is not always clear how to implement this pedagogy in practice.
When fostering a connection with your students, a good first step is to initiate a conversation. In the early stages of your course, you might ask students to fill out an open-ended survey. Some questions you could include are: what do you hope to get out of this class, what are your expectations for your instructor and peers, where do you see yourself professionally and academically in the next 5 years, and how can I help you succeed? Additionally, if any portion of your course is conducted online, you may wish to inquire where students are located and what type(s) of technology they will be using. Some students may be in other time zones, and others may rely on compact digital devices and public internet connections. As you accrue more knowledge about your students, you may be better able to assist them with navigating any unanticipated barriers.
Another way to connect with students is by facilitating an environment where students are encouraged to expand and improve their various skillsets. Prior to conducting a large assessment, you may wish to implement a series of ungraded (or low stakes) practice simulations. Other options may include periodically offering revision options, introducing a flipped classroom environment, or allowing open-note and untimed exams. In addition to allowing students to focus on their mastery of skill and knowledge acquisition, these strategies also provide some low-tech solutions that can benefit students and instructors alike.
You can also help students focus on reflection and self-evaluation. If you require journal reflections, students can articulate themes they observed as well as questions or barriers they encountered. Similarly, if you ask students to formally document or conference with you about their progress and performance, they can explore their cognitive processes, workflows, and ultimately their perceived strengths and weaknesses. When you ask students to describe their work, oftentimes their own findings become equally meaningful as the instructor feedback.
Finally, layer in opportunities for students to voice their opinions. Students could be required to identify current events that relate to the course, themes and issues that interest them, or authors whose work they would like to read. Depending on your preferences, you could task students with generating a list of study topics, or you could curate a pool of texts, authors, and multimedia for your students to choose from. Regardless of how you decide to incorporate student choice into the curriculum, rest assured that you are encouraging students to produce their highest quality work.
One way to think about the pedagogy of kindness is to think about meeting our students halfway. If we enter a class with the understanding that our students want to learn or gain something, we can help facilitate that process. By prioritizing our students’ care, we can challenge our students to become compassionate and self-aware learners and adults.
