Taking a cow to the well is not a guarantee that it will drink water. Simply put, a cow and a well have no relationship unless thirst is brought into the equation. A right attitude in the learner makes the thirst for knowledge a natural thing! 

Who would have thought that a mere slogan, "yes we can”, would bring Martin Luther’s dream to fruition? To many commentators, a black president (in America) was an idea only conceivable in a nightmare. With the right motivation, however, a positive attitude was instilled and Americans cast their votes not along racial lines but out of conviction- a conviction that Obama had what it takes to lead.

The import of positive attitude even in the realms of education cannot be overemphasized. Many times, students fail a subject because of a negative attitude. They simply believe they cannot do it. Sadly enough, some teachers, wittingly or otherwise, contribute to this. Harsh questions like: what is wrong with you or can you ever do anything right only discourage the learners further. Sometimes, however, the parents unknowingly thwart the efforts of their children. The reality is that no one can do anything- not even the simplest of tasks- if they don’t believe they are capable!

We all want our students to display a healthy, positive, and agreeable attitude. Teacher stress is closely related to dealing with attitude problems. In most cases, we are properly prepared to teach the curricular information, but regrettably an inordinate amount of time is spent dealing with other facets of the teaching agenda; student discipline, group focus, behavior problems, and classroom management. In essence, we are always working to upgrade performance by dealing with students’ attitudes. Developing the students’ skills and talents required to achieve excellence (in any facet of learning) is a result of creating a climate that reflects a safe, challenging, and encouraging atmosphere.

This leaves a trail of questions: how do we go about making this happen? What are key ingredients needed to establish a positive learning climate? What can each of us do to contribute to attaining this educational goal?

Many people think the answers lie in systemic changes; shifting the schedule, the classroom, the curriculum, the expectations, and so forth. While all of these could play an important role in establishing the ideal learning conditions, there is one area we know will have an immediate impact on the classroom/rehearsal room setting; it is the attitude of the teacher.

The collective attitude of the students is a reflection of the attitude of the teacher; that being the case, we can alter the classroom atmosphere by shifting our own approach, our demeanor, and our attitude. In the words of a noted author, educator and philosopher Haim Ginnot: "I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess a tremendous power to make a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanised.”

While there is no quick answer to maintaining a positive attitude, we can certainly integrate the following action-plan to bolster our own approach to our teaching agenda.

To begin with, be flexible- it is not a perfect world. Develop a pro-active response by embracing the notion of change. It is human nature to be skeptical (even cynical) about anything requiring a shift in habits. Avoid the pattern of instant reaction (often negative) by substituting a perspective of pro-action. Ask yourself, "What benefits can we garner by embracing the suggested changes.” The exercise of re-focusing your mind on the positive possibilities will avoid the defensive reaction associated with any kind of change.

Similarly, acknowledge those who are contributing in a positive, productive fashion. It is easy to become consumed with identifying what is wrong; if we do not balance this practice by equally addressing what is right, our entire day can be spent surrounded by wrong. Unfortunately, we often let one or two personal rejections override a host of several positive experiences.

Teachers should also avoid conversations dwelling on the problems and shortcomings of the school environment. This is not to suggest we ignore some of the unpleasantries of the profession; however, we can sidestep the conversations where the focal point is a negative commentary. Become solution-oriented rather than problem-oriented. Use problems as an opportunity to generate a creative solution. Choose to affiliate with the colleagues who are excited and passionate about their life’s mission.

The key to developing a positive teacher attitude is not an easy task, for it requires a high level of personal discipline. It is far easier to simply point the finger-of-blame and conclude nothing can be done. However, such logic will be an idle servant for the teacher who truly cares for the welfare of his/her students. In the words of Victor Hugo, "There is one thing stronger than all the armies in the world, and that is an idea whose time has come.” Let us pledge ourselves to the idea of a positive teaching atmosphere supported by a positive approach to every aspect of our personal and professional lives; it is an idea whose time has come!

The writer is a lecturer at The Adventist University of Central Africa