‘Love is a combination of care, commitment, knowledge, responsibility, respect and trust.’
bell hooks (2002)
What a fantastic session. We came prepared by having read at least two of the wide selections of reading exploring ‘love, care and belonging’, and a view on how it can be applied within our teaching context. Instead of it being a top-down approach to teaching, Linda invited us into a dialogic space to discuss our views on the readings, and to elaborate on why we thought love, care and belonging was necessary in teaching, particularly during these uncertain times. Apparently this was a new session planned in for the PgCert due to the additional challenges everyone is experiencing at the moment, to reflect on the vital role of the teacher-learner relationship in monitoring and enhancing the wellbeing of students. A very welcome one at that.
We reflected on how it’s a very difficult time for everyone, and how pastoral care is essential. There are sometimes students who have insecurities about their academic ability, and who question whether they are on the right course. There are lots of obstacles and difficulties students experience, and now more than ever could be more isolating for them during our third national lockdown.
It’s important to work as a team (rather than in isolation/silos) when supporting students, and to set parameters on what we do and don’t share. Fostering a sense of belonging is important (UAL, n.d.), and it’s equally important to recognise when a student has not attended, to touch base with them afterwards (by email) to see if they’re ok and to note that you noticed they didn’t attend. A little reminder that you care about their wellbeing goes a long way.
Even creating informal spaces for students to talk to each other, particularly when they are unable to do it in person, is a form of care and a way of creating a sense of community and belonging. What would have happened organically if the teaching were to be taking place face-to-face needs to be facilitated for. You can create a buddying system or encourage reading groups, you do not have to facilitate the sessions as an academic, but you can play a vital role in instigating the sessions which the students then take ownership from.
Care in an academic environment forces an individual to show a level of empathy, to put themselves in another’s shoes, and to consider the language used. Mutual patience between student and teacher is required, and if the wrong language comes up (e.g. colloquialisms) it can lead to the person feeling uncomfortable (e.g. if English is not their first language, the use of colloquialisms may make them feel inadequate in their language ability if it’s not understood). Care in teaching encourages a level of comfort and trust from the student to the teacher.
When discussing what people have done to create a sense of belonging and care, a few interesting examples were mentioned:
- relating wholeheartedly to another person (listening to the student(s))
- telling students that you are hearing them. e.g. paraphrasing what they have said to indicate that you are listening
- setting parameters and a routine of when you can meet with students – this managed their expectations. e.g. regularity in 20 minute weekly tutorials.
Megan shared a gem on the 5 levels of listening. To be a good listener, you want to aim for level 4 and 5, to be an attentive and active listener. Good listening encourages the person you are listening to to expand further on what they are saying, something which is vital within teaching. For example, during a tutorial, instead of interrupting, hijacking or advising the student too soon, it is better to listen carefully and to invite them to expand further on their ideas, or to even prompt them with questions which helps the student reflect on their ideas. This in turn gives the student the confidence in what they already know, with some prompting nudges for further investigation.
References
hooks, b. (2002) Communion: The Female Search for Love. HarperCollins: New York.
UAL (n.d.) Fostering belonging and compassionate pedagogy. Available from: https://www.arts.ac.uk/__data/assets/pdf_file/0019/223417/AEM3_FBCP.pdf [Accessed 17 February 2021]
Ward, L. (n.d.) How to increase your listening skills. Available from: https://www.slickpivot.com/bloginputpage/how-increase-listening-skills [Accessed 17 February 2021]