As teachers we have the duties to provide our students with a learning environment that is a place of trust and excitement, curiosity and peace, where learning can be optimize, and where growth of knowledge can occur. Different aspects of our lives might affect our ability to learn. Pedagogical courses offered to University lecturers and any other teachers are trying to highlight those different factors, in order to give teachers the ability to identify any barrier to a successful teaching and learning experience.

At very first teachers are often told to be aware of how much ‘pressure’ they may put on their own students. For example, a too difficult task will not support learning, but rather frustration, this because the task can never be completed; in contrast, a too easy task will seem boring, which also does not support learning, as the student will not feel excitement and will not try to learn further…

Many studies show that feelings in the classroom, in the research group, or in any kind of social group are critical to the learning and productivity outcomes. But these feelings are not only including feelings towards how one deals with a study or a job itself, but also feelings about one’s environment: feeling integrated, feeling treated equal, feeling of having equal chances are important and similarly support the learning experience.

For this we need to teach teachers to first identify diversity in their classroom, and then to be inclusive and aware of any kind of bias, including unconscious biases, that might take place in the classroom, and in society.