Dr. Rita Pierson’s powerful TED Talk, Every Kid Needs A Champion, resonates deeply with educators. Her core message emphasizes the vital role of relationships in education, beautifully captured in the quote:
“Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”
This sentiment is crucial, and the importance of positive teacher-student relationships cannot be overstated. However, a frequently extracted quote from Dr. Pierson’s talk, often circulated within educational circles, warrants closer examination:
“You know, kids don’t learn from people they don’t like.”
This quote, taken from a conversation with a teacher who prioritized lesson delivery over student connection, suggests that likeability is a prerequisite for learning. While Dr. Pierson’s intention was to highlight the importance of teacher-student rapport, this soundbite can be misleading and even detrimental to effective teaching practices.
It’s easy to see the appeal of this statement. A positive classroom environment certainly fosters engagement and motivation. As educators, creating a supportive and respectful atmosphere is paramount. Imagine the struggle of facing a classroom daily without any personal connection to your students – inspiration would be hard to find. While curriculum and study skills are central to our roles, the classroom environment and relationships undeniably influence everyone’s success.
However, to assert that students cannot learn from teachers they dislike is inaccurate. The human brain doesn’t selectively absorb information based on personal preferences for the source. Many adults recall learning valuable lessons – academic and life-related – from teachers they didn’t particularly admire. Whether it was memorizing plant cell structures or mastering complex mathematical equations, dislike for a teacher didn’t erase the learned material. In fact, sometimes we learn most profoundly from challenging or even disliked figures. Observing behaviors we disapprove of can be a powerful lesson in how not to act, shaping our own conduct and values. This learning often happens through doing and learning from observation and experience, regardless of personal feelings towards the instructor.
Consider the impracticality of the “kids don’t learn from people they don’t like” notion. School schedules would become impossibly complex, dictated by student popularity contests. Disagreements over grades or classroom placements would be conveniently blamed on teacher likeability. The focus would shift from pedagogical expertise to popularity, undermining the very essence of education.
Some might argue this is a minor point, a matter of semantics. But in education, even seemingly small misconceptions can have significant consequences. Look at the persistent myth of learning styles. Despite overwhelming evidence debunking its validity, this myth continues to influence teaching practices and professional development. Similarly, the widely circulated “learning pyramid” below, lacking any empirical basis, reinforces passive learning approaches over active engagement.
*If anyone can point me to research advocating for the statistics on this pyramid, please do.
The proliferation of learning myths is a serious issue. Universities still offer courses based on learning styles, and these, alongside other debunked concepts like right-brain/left-brain dominance and “brain gym” exercises, are unfortunately still prevalent in professional development programs. These myths are not harmless; they misguide teacher training, potentially creating ineffective and even detrimental learning environments for students. Combating these myths is crucial, and that includes addressing the misinterpretation of Dr. Pierson’s quote.
Therefore, it’s vital to clarify: students can learn from people they don’t necessarily like. Effective education isn’t solely about likeability; it’s about employing sound pedagogical strategies, fostering critical thinking, and encouraging Do And Learn approaches. Truth in education, just like Dr. Pierson’s champion for every child, needs advocates who tirelessly promote evidence-based practices and dispel harmful myths. Let’s champion the truths of education and focus on what truly works: engaging students in active learning, helping them do and learn, and fostering a deep understanding that transcends personal preferences.
How will you challenge learning myths? How will you advocate for evidence-based truths in education, ensuring students truly learn and grow?
