Respect in my own understanding is about empathy, vulnerability, and connection.

The
conceptual framework of Loyola Marymounts department of education parallels my own
understanding of respect. I have modeled respect since I initiated teaching in the fall of 2013.
Empathy was seen in the racial/discrimination activities I added to my curriculum due to
situations occurring in the communities of my students. Vulnerability was used to teach respect
through humility and honesty during communication in the classroom. I connected with my
students in order to engage their past, help them discover their present, and dream for their
future.
In my social psychology class, due to the pervasive use of Colorism terminology
throughout our campus, I made it a point to show a documentary and a follow up discussion on
this issue. Students had been calling each other light-skin or dark-skin and I wanted to
understand how this was affecting their lives both at home and in their communities. I received
feedback from the students that they had never formally discussed the issue, nor had taken the
time to objectively look at the practice and determine the potential dangers. As Freire (1970)
discusses, it is essential that leaders act dialogically, rather than imposing their own judgments
and decisions. I took a very objective stance during the follow up discussion to the documentary,
and did my best to empathize from the situations described by the students, allowing them to
construct their own conclusions about the situation. They completely exceeded my expectations
and both students and the teacher grew in respect for each other.
During the initial phases of my teaching, I had trouble admitting my faults and
weaknesses to my students. I quickly learned that the more human and vulnerable I was with my
students, the more they respected me and the more they learned about how to respect each other.
Viktor Frankl (1963) describes the importance of vulnerability by explaining that the more
selfless and humble one is, the more human and fulfilled they will become. Through my

modeling of humility and honesty, I showed respect to my students by letting them know I was
not above them, and that it was absolutely fine for them to make mistakes and be honest about it.
During group work, I explained the importance of working together by getting to know partners
on a personal level. Often I would provide them questions to ask each other about their lives and
make them shake hands and know names before any work for class was started.
The biggest insight I have experienced while teaching is that if there is no connection and
no relationship, true learning is very difficult to bring about. I have made it a priority to try and
understand who my students are and to let them know who I am. Paulo Freire (1970) discusses
this idea when he says, Without a sense of identity, there can be no real struggle Students
long to be known, and I long for them to know me. At the beginning of the year, the students fill
out an extensive survey and then I show them a presentation that sums up the major events of my
life.
Additionally, I set up time slots to Meet Mr. Pederson, after school. First, I read their
surveys, highlight important information or questions I have, and then sit down with them oneon-one and step outside my authority as a teacher to be a fellow human with them for that time.
This has greatly impacted the relationships I have with students, and also the way they view my
classroom. They have learned a small lesson in the importance of relationship and I seen the
growth between the way they address me and interact with me after the meeting compared to
before the meeting. The students feel included and therefore are more likely to ask questions and
seek out support.

Works Cited
Frankl, V. E. (1963). Man's search for meaning: an introduction to logotherapy. Newly
rev. and enl. ed. of From death-camp to existentialism. New York: Washington Square Press.

Freire, P. (1970). Pedagogy of the oppressed (M.B. Ramos, Trans.). New York:
Continuum.