“Don’t smile until December”: Bad advice based on the either-or fallacy

ABSTRACT

Despite over 30 years of educational research to the contrary, some educators continue to hold to classroom management theories along the lines of “don’t smile until December,” which pits consistency and control in the classroom against the kindness and caring that should also characterize the learning environment. We address the source of this controversy as faulty reasoning that sees expressions of care as competing with instructional values such as rigorous lessons from teachers and high expectations for students. In fact, research suggests that from student perspectives, quality teaching and high expectations do not compete with caring but express it. We suggest 3 teaching strategies that illustrate how these seemingly disparate aspects of teaching are connected. Further, we consider how teachers can use cognitive empathy to carry out these strategies effectively. The article closes with examples of how these strategies can be practically implemented in classrooms.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

1. Education. (2022, March). Center for Self-Determination Theory. Retrieved March 9, 2022, from https://www.selfdeterminationtheory.org/application-education/

This website contains a wealth of information and motivation research on various aspects of the Self-determination Theory and how it can apply to education and classroom contexts. Although it does offer links to recent academic research, it also offers resources and practical applications in non-academic language.

2. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. (2nd edition). Teachers College Press.

In this passionate and readable book, Noddings makes her case for why education should be marked by care—especially for the students—and then draws out the implications of that caring on for classrooms, schools, and educational system. Noddings proposes an ethic of care very much in line with that put forward by this article. Caring implies competent teaching and continued striving to grow in one’s craft.

3. Morin, A. (2022, March). Teaching with empathy: Why it’s important. Understood. Retrieved March 9, 2022, from https://www.understood.org/articles/en/teaching-with-empathy-why-its-important.

This article spells out in practical terms why empathy matters in classrooms. It also provides a clear breakdown of the components of empathy in a school setting. Finally, it provides additional resources and many practical applications of empathy so that teachers can develop this aspect of their teaching practice.