“The question is not what you look at, but what you see.” Henry David Thoreau
Imagine a student seated at the back of a bustling classroom, slumped in their chair, eyes closed and arms folded. What do you notice? What might this posture be communicating?
You’ve had a busy morning, rushing to school with barely a moment to spare. Faced with this scene, you’re compelled to interpret and respond swiftly. At first glance, it’s tempting to conclude that they’re not here to learn; they obviously don’t want to participate in the experiences you’ve spent all weekend planning. Perhaps this is the calm before the storm, a moment of quiet before they crack some jokes and distract the whole class. What should you do?
However, before you act, you must ask: What else might be going on here? Let’s consider what you might be missing. Is it possible this student did not sleep well last night? Perhaps they didn’t eat breakfast and they’re both tired and hungry? Maybe their family received bad news, and they’ve had a difficult weekend? Or maybe they just listen better with their eyes closed and are trying to limit distractions.
While it can be tempting to view this scene as a problem to be fixed, or an impediment to the day’s lesson, one that needs to be rectified quickly, I invite readers to consider the potential that lies with subtle shifts in framing. How might this scene unfold differently if we attempt to see with potential? Seeing with potential is a perspective that invites educators to see the inherent good in students. It is a way of being that shifts our mindset from “what is going wrong?” to “what is going on?”
Ayers (2025) suggests that “teaching is an interactive process that begins with seeing the student” (p. 39). He prompts educators to ask themselves repeatedly, “Who is this person before me? What is the measure of her hope and hurt? What are his interests and areas of wonder? How does she express herself, and what is her awareness of herself as a learner? What effort and potential does she bring?” (p. 44)
I began to learn more about what this shift in perspective might look like during a recent practicum experience in my Bachelor of Education program. A few observations shared by two teachers sparked a profound learning moment for me as a new educator—and inspired the idea for this article.
Two Perspectives in Action
This practicum was an inquiry-based opportunity for teacher candidates to experience teaching and learning in an alternative context. I chose to be at a local art gallery, where I led field trips. I decided to focus my inquiry project on how teachers negotiated the complexities of “classroom management” during field trips.
The highlight of the field trip for students was an art activity, where we used paint and stamps to design a meadow, inspired by a piece we viewed in the exhibit. Within each step, I showed students the techniques to try, but I made it clear that there was no right way to complete the piece. Students would often make creative deviations from the instructions, such as mixing colours I didn’t recommend mixing, overlapping their stamps, or painting flowers other than the dandelions and daisies I demonstrated. The final products always ended up as wonderfully unique as the students who created the artwork.
One day, I had two first-grade classes from the same school visit the gallery— one class in the morning, one in the afternoon. During the art activity, both teachers said something that drew my attention. The two interactions were nearly identical: teachers circulated witnessing students’ creative deviations in action, then approached me to share their thoughts.
Morning teacher: Do you see how they’re all making it their own? They took your instructions and twisted them. That drives me crazy!
Afternoon teacher: Do you see how they’re all making it their own? Isn’t it great to see what they come up with? They’re so creative!
Learning can be sparked in moments that may appear small on the surface yet have the potential to transform the way we think. Witnessing the contrasting perspectives in action was eye-opening, and I was inspired to share the story with my teacher, Kyle Hamilton, who assisted me in writing this article. We discussed how the perspectives we hold as teachers can profoundly influence learning experiences for ourselves and our students. I began considering what perspectives and mindsets I hope to embody in my teaching career.
Learning to See with Potential as a New Educator
Throughout my education program, I have been introduced to various pedagogical strategies and educational theories. I have observed different teaching styles modelled by educators in my program and practicum experiences. As I consider how I want to be as an educator, I am aware that there is no one right way to teach. This practicum experience allowed me to reflect on my responsibility as an educator to see the potential in students, their learning, and their behaviour.
I feel empowered as a new educator to reflect on my learning with an open heart and mind, and to anchor my practice in ways of being that are most authentic and supportive for me and my students. I am beginning to orient my perspective towards seeing with potential, even in challenging moments. I am working on reframing challenges as opportunities for learning and growth. My emerging ability to embody this perspective has been supported by the many incredible educators and mentors in my life who have empowered me to see the potential in myself. They have taught me the value of seeing the inherent goodness in myself, allowing me to pass on that same kindness to others.
This experience has given me the ability to reframe teaching and living through a new perspective. Moving forward, I hope to embody what it means to see with potential, rooting my practice in a way of being that I believe has the capacity to create conditions for learners to grow and thrive.
References
Ayers, W. (2025). To Teach: The Journey of a Teacher. Teachers College Press. (4th ed.).
ABOUT THE AUTHOR
Kyra Sewell
Kyra Sewell is an intern in the UBC Okanagan School of Education.
This article is featured in Canadian Teacher Magazine’s Winter 2026 issue.
