Words That Heal: Alex's Classroom Journey

Words That Heal: Communication in the Classroom INTRO Host: Welcome to Words That Heal, a space where we talk about education, communication, and mental health. In each episode, we explore how small changes can make a big difference in the classroom. Today’s topic is simple, but powerful: how the way teachers communicate can change how students learn — and how they feel. Words can motivate, but they can also silence. They can build confidence, or slowly take it away. With us today, we have Alex, a student, and his teacher. Together, they’ll share how communication in the classroom affected learning, confidence, and emotional well-being — and how change became possible. PART 1 Host: Alex, let’s start with you. Before things changed, how did communication at school affect you? Alex: Honestly, I used to feel very anxious in class, almost every day. I was used to staying quiet because I was afraid of making mistakes or saying something “wrong.” When teachers asked questions, my first thought wasn’t the answer — it was what if everyone laughs? Compared to other students, I felt less confident and constantly stressed. Group discussions were especially overwhelming. I preferred working alone because it felt safer and more controlled. Over time, I stopped participating completely. My grades slowly dropped, but more than that, school became exhausting instead of motivating. It really affected my mental health and how I saw myself as a student. Host: So silence became a kind of protection? Alex: Exactly. I thought that if I didn’t speak, I wouldn’t be judged — and that felt safer than trying. PART 2 [Visual: close no professor, tom calmo e reflexivo] Host: From a teacher’s perspective, how do you see this situation? Teacher: Many students feel this way, even if they never say it out loud. For a long time, education focused too much on results, grades, and performance — and not enough on emotions. As teachers, we sometimes forget how vulnerable it feels to speak in front of others. I’ve learned that when instructions are clear, expectations are explained, and mistakes are treated as part of the learning process, students feel safer. With Alex, I noticed that once communication became more supportive, his engagement changed. He started participating, asking questions, and trusting himself more. When communication is respectful and encouraging, students are more willing to take risks — and that’s where real learning happens. PART 3 Host: Alex, what changed for you when your teacher’s communication changed? Alex: The biggest difference was feeling listened to. If expectations had been clearer before, I wouldn’t have felt so lost or insecure. When feedback became more constructive, I stopped seeing mistakes as failures. Even when I was wrong, I didn’t feel embarrassed anymore — I felt like I was learning. Now, I’m more comfortable working in groups. There’s more trust, and I don’t feel like I have to hide anymore. Teacher: And from my side, I’ve learned that listening is just as important as explaining. Students don’t need perfect answers — they need a safe space to try, fail, and improve. Good communication doesn’t lower standards. It helps students reach them. PART 4 Host: Quick question for both of you: Is communication more important than content? Alex: Content matters, of course. But without good communication, learning doesn’t really happen. Teacher: I agree. Knowledge only works when students feel confident enough to engage with it. CONCLUSION Host: Today’s conversation shows us that communication doesn’t just improve grades. It improves confidence, motivation, and mental health. In education, words are powerful. And when they are used with care, they don’t just teach — they heal.