Introduction
On ITTC we spend hours exploring various approaches to English language teaching, experimenting with planning frameworks and instruction on teaching key component of the language, such as the different skills and systems. There is one area of teaching, however, most teacher training courses in ELT seem to rarely discuss which is the emotional environment of the classroom. This may well be for good reasons as the course syllabus already has so many other topics to cover in a rather short period of time. However, we cannot ignore the fact that learning and teaching are relational [ET1.1](Hargreaves, 2000) and that a learning environment where learners feel safe, supported and seen in the presence of the teacher and their peers is the foundation for any learning to happen (Hasper, 2026). One way of emphasising the importance of creating safe learning environments for language learners is to create these conditions on ITTC, and demonstrating vulnerability as a language teacher educator is one way I’ve found to be highly effective.
What is vulnerability?
When you hear the word vulnerability you may think of weakness. However, Brown (2010; 2023), whose research has brought vulnerability into mainstream discussions about leadership and education, defines vulnerability as “an emotion that we experience during times of uncertainty, risk and emotional exposure” (2023, p.23). Rather than seeing vulnerability as a weakness, Brown argues that it takes courage to show up authentically with all our imperfections and that this leads to stronger connections with others.
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Showing vulnerability as a teacher can enable our learners to see that teachers are humans too, who are not perfect, who don’t always have all the answers and who also make mistakes and continue to learn from experiences. As Romney (2023, p.84) highlights, the more vulnerable teachers make themselves, the stronger learners’ trust in teachers can become. Because when teachers feel safe enough to be vulnerable in the presence of their leaners, it gives a sign to learners that the teacher trusts them. This more likely establishes a learning environment where students feel a stronger “trust relationship” with the teacher (Jopling & Zimmerman, 2023, p.14), Edmondson’s (1999) work on psychological safety [A12.1][ET2.2] indicates that people are far more willing to contribute and take risks within a trust relationship. At the same time, teachers showing that they are not perfect and also keep learning can support the development of a growth mindset (Dweck, 2006) in learners; the belief that ability develops through practice and learning rather than it being something fixed.
Ironically, as teachers (and I’d say particularly when starting out) we worry that showing uncertainty or mistakes may negatively affect our relationship with our learners, and to some extent this may well be true in some cultures. However, in many cases the opposite happens. Frei & Morriss (2020) argue that authenticity is one of the core drivers of trust and when learners see their teachers as genuine people rather than perfectly professionals, students tend to trust their teachers more (Rockower, 2022). So if we want new teachers to build safe learning environments characterised by trust relationships, we must help them feel safe enough to become vulnerable with their future students.
Why does vulnerability matter in teacher training?
Learning something new means that learners, whether they are language students or PST, move beyond their comfort zone and this experience in itself makes learning inherently a vulnerable endeavour. If you’ve ever taken an ITTC, or tutored on one, you know that the intensity and workload of a full-time course like CELTA means that LTEs often work with people who are at their most vulnerable, particularly towards the end of the course when exhaustion starts to kick in.
In addition, it is not uncommon for those becoming teachers to believe that a good teacher is someone who is always calm, always knowledgeable, and always in control. As a result, some PST -often called trainees- can put immense pressure on themselves to try and meet these impossible, self-imposed high standards in their teaching practice. Interestingly, I feel that as teacher educators, we may well unintentionally reinforce this pressure. Because of assessed teaching practice and constructive feedback after their assessed lessons, some trainees may feel that they need to avoid making mistakes at any costs, to not feel like a failure.
So perhaps the first step to introduce PST to that value of showing vulnerability is modelling exactly that ourselves. When we, LTEs, model healthy, appropriate vulnerability and our PST experience us as authentic rather than perfect, we show that imperfection is welcome and that they don’t need to be perfect to be a teacher. This could not only strengthen the sense of psychological safety in the training context and lower their fear of not being perfect, but it could also prove to them that even LTE can keep learning and developing.
So how can we show professional vulnerability in training and teaching?
1- Share personal stories.
Teachers and trainers often tell stories. Whilst these memorable moments may often relate to positive experience and success stories, Hammond (2014) refers to being selectively vulnerable: choosing to share aspects of our cultural identities but also talking about our less successful moments such as when you struggled with a language while travelling, or completely misjudged a classroom activity. These stories remind learners that everyone experiences moments of imperfection and survives them! Now, what is appropriate in your specific context as a trainer or teacher to disclose can only be judged by you.
2- Admit it when you make a mistake.
Working in an era where some PST feel that showing, from day one, that they “know it all” is key and where we are used to seeing picture perfect lives on social media, showing imperfection and acknowledging mistakes seems an invaluable lesson. For example, making a mistake on the screen/ board, and admitting this shows future teachers this is not the end of the world and that teachers and learners don’t need to be perfect. Spelling a word incorrectly on the board, mispronouncing something, forgetting an instruction, or not knowing the answer to a student’s question will happen in the classroom and admitting that this happens is okay. Learning and teaching are messy[ET3.1]!
3- Say sorry when it’s appropriate.
One of the most powerful things a teacher can do is to apologise sincerely. Rockower (2022, p. 8) describes this as “relational vulnerability”, situations where teachers give specific compliments, take accountability, admit fault and offer genuine apologies. Perhaps you interrupted a trainee too quickly, became impatient after a long day, or reacted more sharply than you intended. A simple apology demonstrates that being defensive or blaming it on others is not helpful in creating the conditions for learning and that simply taking accountability of our behaviour and showing emotional maturity is an important part of our role.
4 – Talk about emotions, not just outcomes.
Teaching is emotional work. Sharing moments of gratitude, nervousness, excitement, disappointment, or empathy helps to normalise emotions in the classroom. For example, you may tell trainees that you were quite nervous before giving your first conference presentation. Or that you remember feeling completely overwhelmed during your first year of teaching. These stories can help trainees realise that these feelings are common and that nobody started confidently, instead confidence develops through action over time.
5- Invite conversations about difficult topics.
Sometimes trainees raise challenging questions or concerns about the classroom, assessment, or learning itself. Rather than immediately providing answers and showing you know it all, consider creating space for genuine discussion. Inviting their contributions and listening openly communicates that trainees’ perspectives matter and that classrooms are places for dialogue, not simply one-way communication and explicit instruction.
6- Ask for feedback on your work and use it.
Seeking regular feedback from learners and trainees is another way of demonstrating vulnerability. Anonymous feedback slips, exit tickets, or simple questions such as What helped you learn today? What could I do differently next lesson? show that you, as an LTE, remain a learner too. Of course, not every suggestion should be implemented, but simply asking communicates respect for our learners and a kind of modesty. One simple way is to send out a link to an electronic form at the end of each training week, or you can have a feedback box in the back of the classroom where learners can submit feedback whenever they feel they want to share something.
7- Reflect openly when lessons don’t go as planned
Not every lesson is a success. If an activity falls flat or participation is much lower than expected and if your context allows it, you may briefly acknowledge this with your trainees. For example, I felt today’s discussion didn’t really get going. I’m interested in hearing how it felt from your perspective. What could we do differently next time? These conversations transform disappointment into an opportunity for shared reflection and demonstrate that effective teaching is a collaborative process.
Final thoughts
As we prepare, after summer, to welcome a new group of trainees or language learners, perhaps we can try to give ourselves permission to let go of one thing: the expectation that we need to be perfect. Our students don’t need a teacher who never makes mistakes. What they need is someone who listens, learns, reflects, and genuinely cares. Showing vulnerability and being authentic, doesn’t need to reduce our authority. Instead, it can strengthen our relationship with our learners which is the foundation upon which meaningful learning is built. Students don’t need perfect teachers, they need teachers who model lifelong learning. And as Carl Jung once wrote: One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings.
References
• Brown, B. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Hazelden Publishing.
• Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human experience. Random House
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
• Frei, F. X., & Morriss, A. (2020). Begin with trust. Harvard Business Review, 98(3), 112–121. https://hbr.org/2020/05/begin-with-trust
• Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.
• Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826.
• Hasper, A. (2024). 50 ways to include learners affected by trauma. Delta Publishing.
• Jopling, M., & Zimmermann, D. (2023). Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany. Research papers in education, 38(5), 1–18.
• Rockower, D. (2022). The power of teaching vulnerably: How risk-taking transforms student engagement. Heinemann
