Informed by Rosenberg's (2003) concept of nonviolent communication, the author's pedagogical perspective encourages educators to criticize institutional and classroom practices that ideologically place underserved students at disadvantaged positions. At the same time, this perspective urges teachers to be self-reflective of their actions through compassion as a daily commitment. The author suggests that this pedagogical approach helps teachers better counter institutional barriers and oppressive pedagogical practices that inhibit first-generation college students' success.