Respectful Teaching
by Linda Cowan
PSIA-NW Tech Team
TD/Race Coach - Lyon Ski School

Webster defines respect as “to feel or show honor or esteem for; hold in high regard.” Teaching/Instructing is truly a science AND an art. Knowing and understanding the information is critical to successfully imparting information, but if it isn’t done respectfully, tactfully and mindful of the learner, success is not guaranteed.

Each winter we share our experiences, knowledge, enthusiasm and love of skiing and snowboarding with others. On one level, teaching is a very simple task. Most students welcome the opportunity to learn and become better riders. But, it is the occasional student or group of students who challenge or question our authority that can really frustrate any instructor. Successful teaching not only includes the imparting of information, but teaching really begins by building a positive, safe learning environment where students feel comfortable to take risks in order to learn. It is the instructor’s responsibility to create this environment. How do we do this? We do this by building a foundation of respect; Respect between instructor and student and between student and student.

Start by giving students (or creating with students) positive expectations. For example a few positive expectations could look like this….“In this class we all need to be: Respectful of each other, Responsible for our behavior and Helpful to one another.” By giving students a goal of what is expected (or if they’re older, having them come up with these goals as a group…and they will) we’ve given them a starting point for building a positive learning environment. From these guidelines we can then compliment them accordingly, building trust and rapport within the class. “Brian, thank you for waiting for Jennifer when she lost her ski.” It’s much more fun to ‘catch kids doing what’s right’ than to have to call them on what needs to stop.

The other benefit of setting positive expectations at the outset of a class is that we can hold students accountable for their actions. For example, if Jeremy pushes another student in line, simply asking a question will elicit a response. “Jeremy, was that being respectful?” Jeremy, knowing that his action wasn’t respectful, is given the chance to answer for himself. In most cases kids will be very honest and truthful when approached with respect. When Jeremy answers “No, it wasn’t.” We can thank him for his honesty, and then ask him if he knows why pushing isn’t respectful or ask him if it will happen again. Another approach would be to accuse Jeremy of the action. “Jeremy, knock that off.” Or “Jeremy, don’t push.” Both are true statements but both lack the opportunity for Jeremy explain for himself and this direction hinders rapport and trust from building between instructor and student.

When you have established positive expectations and hold students accountable in a positive way, we have not only established the foundation of respect for our students but we have also created a foundation respect among the students towards each other. With our class built on this foundation we have created a positive, safe learning environment where students will be more willing risk and try what we ask of them learn. This in-turn allows us, as Instructors, the opportunity to impart the knowledge and skills we are trying to convey to them.

Linda Cowan is the Training Director and a Race Coach for Lyon Ski School, Stevens Pass, Washington. Linda also serves on the PSIA-NW Tech Team. When not skiing, Linda is working to earn the respect of her fifth graders at Woodmoor Elementary, in Bothell, Washington. Teaching really begins by building a positive, safe learning environment by Linda Cowan PSIA-NW Tech Team TD/Race Coach-Lyon Ski School