ERIC Number: EJ1365311
Record Type: Journal
Publication Date: 2023-Mar
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2379-2981
EISSN: N/A
The Vulnerability Paradox: Strengthening Trust in the Classroom
Romney, Alexander C.; Holland, Daniel V.
Management Teaching Review, v8 n1 p84-90 Mar 2023
Teachers often struggle with determining how vulnerable to make themselves in the classroom. Many teachers intuitively desire to exude strength and confidence in their teaching and view vulnerability as a hindrance to that aim. However, there exists a vulnerability paradox: the more vulnerable teachers make themselves, the stronger students' trust in teachers becomes. Drawing upon research on trust, we provide important insights for teachers to consider regarding how vulnerability can generate trust and in turn improve student learning. We then introduce three pedagogical strategies that teachers can use to demonstrate vulnerability, thereby engendering greater trust in the classroom.
Descriptors: Trust (Psychology), Teacher Student Relationship, Teacher Attitudes, Educational Practices, Psychological Patterns, Emotional Response, Risk
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A