Building on our earlier consideration of trauma-informed pedagogy and practices, read Venet’s chapter on unconditional positive regard from her book Equity-Centered Trauma-informed Education (sent by email). In the comments below, reflect on the following:
- Where do you see unconditional positive regard intersecting with your teaching philosophy? With the redesign of your course with no-cost materials and learner-centered practices?
- Under what circumstances do you find it hard to practice unconditional positive regard for students?
- What might BMCC do as a community to practice unconditional positive regard for all community members (students, staff, faculty, administrators)?
9 thoughts on “Unconditional Positive Regard”
The concept of UPR resonates on so many levels with my teaching philosophy. At least I hope it does. The very first thought that crossed my mind while I was reading the chapter is identifying students’ resiliency. I noticed students in my class come from different backgrounds and had been through so many challenges and hardships. During class discussions and hearing students’ stories, I always highlight that they come this far only due to their strengths. This helped me to change my mindset from being deficit focused to strength based. The biggest challenge though is the more I try to show that I truly care for them, the more they see me as their “buddy”, and it is sometimes challenging culturally which I lack the skills to handle. They naively think I will add more points to the final grade or think cheating little bit in this class is ok. I’m still traumatized by vicious comments posted by students about me just because I was little demanding. Thus, I’m still struggling where do I draw the line especially with the redesigned course. One tactic I try to use often is to remind them that taking my class is part of their entire educational experience to which they’ve made the decision themselves and therefore sense of responsibility is the key component. BMCC can be supportive and fair to all the players, not only act in favor of students. The hard work of faculty should be recognized and respected the way it should.
Yes, I agree with you. Professors’ perceptions of students should be based on “growth mindset” instead of “deficit” model. I believe most faculty at BMCC enjoy their teaching since they believe they facilitate a big change in their lives by giving several chances and establish resiliency.
Where do you see unconditional positive regard intersecting with your teaching philosophy? With the redesign of your course with no-cost materials and learner-centered practices?
Since I mostly teach remedial courses and when I teach other courses, my teaching philosophy is aligned with unconditional positive regard. My positionality in my professional is parallel with my students’ backgrounds. My mission is to create a community of learners and a community of practice. Likewise, I organize materials for students and the professor to communicate with each other both in the online and in-person classes. Growth mindset is the leading principle in my classes. I welcome students to class even if they are late. “I’m glad to see you today.”
Here is an example in-class and online activity for students to express their points of view after watching Adichie’s “We Should be All Feminist”. This is a warm- up activity for the language and gender topic. It enhances self-exploration.
I provide an example of how they should organize their warm-up journal.
Week 5 – Warm-up Activity – Three-Column Dialogue Journal due on March 3, by 11:59 p.m.
Click on Create Thread.
After watching “We Should All be Feminists” video, do the following:
1) select two quotations in the attached worksheet and copy them to the Discussion Board and type up your opinion in a paragraph.
2) select two other quotes that one of your classmates has expressed their opinion about. Express (write) your opinion
about your classmates’ comments.
3) Answer the questions at the end of the worksheet in three to four sentences.
Select a quote from the worksheet (7 sentences-quotes) – Select two only My opinion My partner’s opinion
Bo types two quotes from the
Journal (two quotes- copy and paste)
Bo will write a long parag. (6-7) sentences explaining his opinion about these quotes. Spenser or Nicholas will read Bo’s opinion and will write his opinion about what she wrote
(6-7 sentences)
Spenser or Nicholas needs to copy the first and second columns to her assignment
This is what Prof. G needs to see in Spencer’s Discussion Board Assignment
Select a quote from the worksheet journal (7 sentences- quotes select two only) My opinion My partner’s opinion
Spencer types 2 quotes from the
Journal (two quotes- copy and paste)
Spencer will write a long parag. (6-7) sentences explaining his opinion about each quote. Bo or Nicholas will read Spencer’s opinion and will write his/her opinion about what he wrote
(6-7 sentences)
Bo and Nicholas need to copy the first and second columns to their assignments
Everyone answers the following questions individually:
Answer the following questions:
1. According to the speaker, why do women need “to pretend”? Could you give examples from your environment based on your observations?
2. Do you think the “injustice” mentioned in the video is limited to certain countries/cultures?
Under what circumstances do you find it hard to practice unconditional positive regard for students?
We work on the topic of reducing inequalities (the United Nations Sustainable Developmental Goal # 10). In that topic, we’ve learned about unconscious biases. If the professor has some implicit/personal biases; this will not be helpful to create a practice of unconditional positive regard for students. Similarly, if students have some major discipline issues/disruptive behavior, that can be an unfriendly environment. Another important issue is institutional support, lack of support from colleagues can bring despair.
What might BMCC do as a community to practice unconditional positive regard for all community members (students, staff, faculty, administrators)?
BMCC administration and faculty have already been involved in unconditional positive regard in many areas. Students feel safe and inclusive in many programs, such as the workshops provided at the library, tutoring, and there is growing community of First-Year Experience Enhanced courses which prepare professors to make students feel more included in a new college environment. Here is a description of the First-Year Experience objectives. I’m planning on attending their workshops later this summer.
This section of __________ is designated as a First-Year Experience class. The First-Year Experience is designed to help you transition into a college-level academic learning community. FYE classes build on the mindsets and skills embedded within the BMCC college experience by targeting the learning needs of the whole student (cognitive, motivational, behavioral, and affective domains). FYE classes focus on three critical components that will help you to succeed at BMCC and beyond:
• Academic Identity: Who are you as a student?
• Academic Stance: How do you identify and solve problems to be successful?
Social Responsibility and Citizenship: What is your responsibility to, and in what ways do you contribute to the BMCC community?
1. Where do you see unconditional positive regard intersecting with your teaching philosophy? With the redesign of your course with no-cost materials and learner-centered practices?
In Venet’s chapter on unconditional positive regard from her book Equity-Centered Trauma-Informed Education, she explores the importance of creating an educational environment where all students are accepted and valued unconditionally. Venet emphasizes that this practice is essential for fostering a sense of safety and trust, particularly for students who have experienced trauma.
“Unconditional positive regard’ aligns with my teaching philosophy of fostering an inclusive, supportive, and empathetic learning environment. This principle resonates with my commitment to recognizing each student’s inherent worth and potential, regardless of their past experiences or current challenges.
In redesigning my course to incorporate no-cost materials and learner-centered practices, I aim to eliminate barriers to education by offering content in different ways (i.e. video, books, blogs, shorts, articles etc.) because I believe students should have access but also understand that students learn differently.
This approach alleviates financial burdens and empowers students to engage with the material more meaningfully.
2. Under what circumstances do you find it hard to practice unconditional positive regard for students?
Practicing unconditional positive regard for students can be challenging under certain circumstances. For instance, it is difficult when a student consistently exhibits disruptive behavior that affects the learning environment for others. Additionally, maintaining a positive outlook can be frustrating when students remain unresponsive to multiple attempts at engagement or support. Instances of academic dishonesty or a lack of effort, despite available resources and support, further test one’s commitment to unconditional positive regard.
Drawing from my experiences as a high school chemistry teacher post-COVID-19 pandemic, I encountered students who hadn’t been in a classroom setting for nearly two years. Some displayed apathy, while others were unruly, making it particularly challenging to consistently practice unconditional positive regard. However, these experiences also underscored the importance of empathy and patience in fostering a supportive and understanding educational environment.
3.What might BMCC do as a community to practice unconditional positive regard for all community members (students, staff, faculty, administrators)?
Our college can practice unconditional positive regard for all community members by fostering an inclusive and supportive environment where everyone feels valued and respected. This can be achieved through professional development focused on empathy, bias reduction, trauma-informed practices, and creating open channels for communication and feedback, Additionally, implementing policies that promote equity and provide resources for mental health and well-being further supports this commitment.
I believe in creating a classroom where every student feels valued and supported. Unconditional Positive Regard (UPR) aligns with this belief, as it encourages me to see my students as whole people, acknowledging their emotional and psychological needs and academic goals. I want my students to feel empowered to take ownership of their learning, and UPR helps create a safe space where they can express themselves and take risks without fear of judgment.
I aim to break down financial educational barriers by offering my course with no-cost materials. UPR complements this effort by ensuring that every student feels respected and valued, regardless of their background, making the learning environment truly equitable.
Of course, there are challenges in practicing UPR. Disruptive behavior can be difficult to navigate, requiring me to separate the action from the person and respond with empathy. I also recognize that unconscious biases can affect how I interact with students, and I am committed to acknowledging and addressing those biases. Additionally, trauma-informed teaching requires a great deal of emotional energy, which can be taxing alongside personal stressors and a heavy workload.
To support UPR at BMCC, we must invest in trauma-informed practices and implicit bias training for faculty and staff. Robust support systems, like counseling and wellness programs, are essential for creating a nurturing environment. Building a strong community through events and open dialogue will foster mutual respect and understanding. Finally, our institutional policies must reflect UPR principles, from equitable grading to restorative justice practices.
By embracing UPR in our classrooms and throughout our institution, we can build a more supportive and equitable community at BMCC, where everyone feels valued and has the opportunity to thrive.
I find UPR to be an essential element of positive relationships. Too often teachers see themselves as super-human beings who must fill their students with the appropriate knowledge, and not as people who are helping other people to learn. It doesn’t mean we don’t make demands of our students, or hold them accountable, but it does mean that we do so from a place of respect and equity.
* Where do you see unconditional positive regard intersecting with your teaching philosophy? With the redesign of your course with no-cost materials and learner-centered practices?
My teaching philosophy revolves around student-centered learning and collaborative activities. I strongly believe that learning should be enjoyable and interactive. The concept of “unconditional positive regard” aligns perfectly with my teaching approach, as it emphasizes teaching with compassion, which is already a core aspect of my courses.
When it comes to redesigning my literature course with no-cost materials, my plan is to seek out content that is licensed, free, and readily available to all students. Additionally, I aim to incorporate more audio and visual lessons to cater to the needs of auditory and visual learners. I am particularly excited about the idea of creating a liquid syllabus, as it will greatly benefit students by providing clickable links for easy access to course materials.
* Under what circumstances do you find it hard to practice unconditional positive regard for students?
Towards the end of the semester, it is not uncommon for students to suddenly vanish and then return, asking if they can make up 4 to 6 weeks’ worth of work. Dealing with this situation can be quite challenging, especially when trying to practice unconditional positive regard for students who may have other commitments outside of class and have frequently missed a significant amount of coursework. Such circumstances can create stress not only for the students but also for the professors.
* What might BMCC do as a community to practice unconditional positive regard for all community members (students, staff, faculty, administrators)?
The goal is to find a strong support system. I believe that BMCC can demonstrate unconditional positive regard for all community members, including students, staff, faculty, and administrators, by organizing events that promote acts of kindness. For example, last semester, I attended a Zoom workshop with the PSC-CUNY Ant-Bullying Committee and the topic was: “Can Kindness Overcome Workplace Bullying?” It focused on practicing kindness in the workplace. The email bulletin further explained the workshop as follows: “While being kind might sound easy, it is complex. If kindness was simple, then everyone would be kind and no one would experience meanness and workplace bullying. Imagine a world where kindness is the norm. Is it possible to create a community at CUNY where kindness is the norm?” I found this workshop to be highly informative and believe that everyone should have the opportunity to participate in it.
Thanks for mentioning the anti-bullying workshop at BMCC. Yes, exhibit kindness seems simple, but there are several strategies to be used so that we perceive each other as different but can contribute uniqueness.
I find that, through the years, I have developed a more unconditional positive regard towards my BMCC students. When I first arrived to the college, I did not think much of their personal situations, challenges or responsibilities outside class. Nowadays, I am more aware of how their progress/interest/success in my courses are closely related to all other aspects of their lives. Scaffolding written assignments, getting rid of midterm and final traditional exams, and agreeing on submission dates with my students are examples of this positive regard.
Not long ago, in an informal conversation with six future SI Leaders, I learned that for all of them graduating in 2 years was impossible, and that it is not feasible to perform well in 4-6 courses per semester. All of them agreed! Listening to their experiences, and setting realistic expectations would be a good start to practice unconditional positive regard from the BMCC community towards them.