In the same way, ‘pedagogical love would rather aim at the discovery of pupils’ strengths and interests and act based on these to strengthen students’ self-esteem and self-image as active learners’.
💬 A Classroom Romance
Joannne Lipman in “The Fine Art of Tough Love” describes principles she learned from her music teacher Jerry Kupchynsky, or “Mr. K.” The steps in her roadmap to success include:
- Banish Empty Praise
- Set Expectations High
- Articulate clear goals — and goal posts along the way
- Failure Isn’t Defeat
- Say thank you
While these may sound like obvious practices, it’s the attitude that makes or breaks their instructional implementation. None of these steps addresses the actual student. These are steps that could be taken by an alienated expert. If these are the principles of tough love, they are missing the love. And the love is almost always excluded from those who claim to practice tough love. My rejoinder to them is to try plain love, without the adjective “tough.” Why not just love? Just loving the students refocuses the teacher’s efforts onto the students.
This reminds me of the Finnish idea of ‘Pedagogical Love‘:
I love the statement:
In part, this reminds me of a recent post I read about relationships and pedagogical love. I feel that we need to be committed to ongoing development, adjusting to the needs of the class and context at hand.