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What Do Students Expect From Their Teachers?

Generally, we know what we expect from our students. We use these criteria to evaluate their work, their participation, and often their behavior, too. But do we ask the students what they expect from our courses? I have done so—especially when I felt the course was not going well. This feedback has always helped me adapt to a better strategy. I encourage teachers to conduct surveys or take time to speak with their students outside of class.

Three categories of expectations

I have observed that students’ expectations or hopes fall into three categories: learning, motivation, and respect.

First, they want to learn something new and useful in each lesson. They do not expect the teacher to know everything. They want the teacher to convey knowledge or skills relevant to their lives. So, it is vital to communicate a program or curriculum and tell students what they will be able to do at the end of a course.

Second, they want the teacher to bring out the best in them, help them to find the courage to speak out, and give them the desire to do the required work. Teachers must show them that by completing the program, they will achieve the goals that you specify. A teacher who can motivate the students will find the latter very cooperative.

Third, they want the teacher to respect them, i.e., understand their difficulties, hesitations, and complexes. They detest feeling humiliated if they give the wrong answer. They get annoyed when harassed by reprimands, such as “Don’t chat in the back,” “Don’t be so lazy,” and “Don’t text on your phone.” If your class is inspiring and the students have things to do, they won’t use their cell phones. The students expect the teacher to be fair in the grading procedure and everyday activities. They reject teachers who have favorites or let the best students dominate the class while labeling some learners from the start as “weak.”

Respect versus authority

Today, there are so many excellent resources on the Web, free or attainable at a minimal fee. Consequently, we no longer have problems finding materials for our courses. The obstacle to be overcome involves meeting the expectations of our students. Thus, we must put ourselves in the place of our students when preparing our classes. We should focus on the question, “What knowledge or skill will the students learn during this session?” “Are the activities we propose motivating?” “Are we showing proper respect for our students?”

My experience has shown me that respect is far more important than authority. If you respect your students, they will respect you—and you won’t have to raise your voice or formulate threats to get their attention. Authority will come naturally from this mutual respect.

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