What to do if you don't like the teacher? Problems and solutions. How to come up with a good excuse if you haven't done your homework What to do if the teacher doesn't teach you anything

School is not only about the education and development of a child. This is his constant communication with classmates, other students and, of course, with teachers. But school life can be significantly complicated conflicts with teacher. Psychologists explain what parents should do best if they don’t like the teacher for certain reasons.

If the teacher screams

Raising your voice so that the whole class can hear and a teacher yelling at students with a loss of control over their emotions are two different things. It is with the definition of this moment in relation to your situation that you should start. Even first-graders can tell the difference. If a teacher allows himself to yell at children, then there can be no question of comfortable learning conditions. Most students will simply become afraid of their teacher.

What to do? Talk to other parents. Find out if their children complain about this teacher behavior. If the facts are confirmed, collect several examples and approach the head teacher. Explain the situation and let them know that it bothers you. Do not be satisfied with the answer that there were no such complaints before. Notice that this is definitely happening now. When talking to the head teacher, never raise your voice yourself.

If the teacher explains poorly

Here again, one of two options is likely: either your child does not listen well, or the teacher really does not explain the material well.

What to do? Talk to other parents: their children have complained to them about this problem. Do they know how to do homework, when to bring what, etc. If no one has a problem with it, don't blame the teacher. Perhaps the child likes to fantasize and does not want to pay attention to the teacher’s instructions. Consider this before speaking to the teacher.

If your child is not a favorite

All children want to be the teacher's favorite, but this is impossible. Yes, teachers always have favorites, but a professional must hide his preferences and treat everyone equally.

What to do? If the teacher constantly gives out praise, pays more attention only to individual students, you will have to politely talk to the teacher. If he has no special, reasonable grounds for such behavior, ask him to pay equal attention to everyone.

If the teacher is nagging

Firstly, the teacher can simply encourage the child to be active, because... knows that your child is capable of more. Maybe this is a way to get the child's attention, to make sure that he is listening, because... he is often distracted.

What to do? Analyze your child and teacher. Who, if not you, knows your child better than anyone. If the teacher has the best intentions, then it is worth trying to talk with the child. If the teacher’s behavior is unreasonable and the child is greatly traumatized, talk to the teacher and ask them to reduce the pressure.

Many parents are afraid to discuss children's problems, conflicts with teacher or complain to management. But it's better to act! Look at this as a sign to the teacher and administration that you care and that you expect to get results, otherwise the conversation will repeat itself. Conduct all such conversations calmly, reasonably and thoughtfully. Don't make a claim if it's your child's fault. And remember that the main goal of the conversation is a comfortable, positive and effective learning experience for your child. Successful decisions to you!

The skill of a real teacher who knows how to control an audience consists of little things. How to hold the attention of the class, make the right remark, use your voice to maintain discipline, and not vice versa? Many people come to this through trial and error, but now all pedagogical techniques are described in detail and can be studied. On the eve of Teacher's Day, we bring to your attention an excerpt from a book from which you can learn how to effectively teach others.

Powerful voice

A strong voice is a technique that allows teachers (and coaches) to adopt the skills of educators who know how to “lead the classroom.” The best teachers go into the most unruly classroom, where no one can bring order, force the students to do what they need to do, and bring back those who don't listen (or don't want to listen). In this approach, teachers use five skills.

Conciseness. The fewer words, the more powerful the effect they produce. Excessive talkativeness signals nervousness and indecisiveness, while correctly chosen words indicate preparation and transparency of intentions.

Try to avoid unnecessary words, especially if you are worried. Use simple syntax. One phrase should contain one simple and understandable idea. Due to this, important information will not be lost in the stream of unnecessary phrases.

Don't talk to students at the same time. Show that your words have weight: wait until there is complete silence and only then speak. By ensuring that no one is competing with you for attention, you show that you will decide who students listen to and when. To achieve this goal, you may need to interrupt at the most unexpected place to show that you will not continue until you have everyone's attention.

Let's say you were going to say: "Guys, get out your diaries and write down your homework." If you were not listened to attentively, interrupt your speech mid-sentence (“Guys, get it...”) and, after a pause, continue. If the measured hum and muttering still interfere with work, reduce the phrase to a minimum: “Guys...” During these pauses, do not change your position, thereby making it clear that until silence is established, there will be no continuation.

Don't allow yourself to be drawn into dialogue. Having stated a certain topic, do not be distracted by extraneous conversations. This principle is especially important when you are reprimanding someone.

Suppose David pushes Margaret's chair. You say, "Please, David, take your foot off Margaret's chair." David replies: “She pushes me too!” or “She wanted to take my half!” Many teachers are tempted to continue asking, “Margaret, is that what happened?” or "I don't care what Margaret did there." By doing so, you are supporting David's topic instead of involving him in yours. The best response is: “David, I asked you to remove your foot from Margaret’s chair,” or “Right now, comply with my request and remove your foot from Margaret’s chair.” In this case, the teacher makes it clear that he controls the conversation, and everyone listens only to him.

In the same situation, David may be indignant: “But I didn’t do anything!” Even in this case, it is not recommended to develop this topic. After all, you wouldn't make any comments if you doubted his wrongdoing. So react like this: “I asked you to take your foot off the chair.” There is nothing left to add to these words.

Make eye contact, stay still. Whatever you talk about, in addition to words, you use nonverbal communication. Even with your body you can show that you should be listened to. If you want to emphasize the importance of your words, turn your whole body and face the person you are addressing. Look him in the eyes. Stand up straight or bend slightly (the latter gesture indicates that you are in control and cannot be embarrassed or frightened).

Stand in one place when giving a task, do not gesticulate or be distracted by other things. A person who simultaneously says something and is distracted by some pieces of paper shows that his words are not so important. Therefore, take an official pose, fold your hands behind your back and show that your words, like yourself, are weighty, significant and not at all accidental.

The power of silence. Usually, when a teacher is nervous or afraid that the students will not listen to him, when he feels that he is no longer in control of the class, the first thing he does is try to speak louder and faster. Loud and fast speech signals anxiety, fear and loss of control. Students, realizing that they have gotten the better of you and your emotions, can easily drive you into hysterics, which, of course, is much more interesting than writing a test or solving a problem. A loud voice, paradoxically, increases the noise in the classroom, and it is easier for students to talk in a whisper.

If you want to keep attention, speak more slowly and quietly, although this contradicts your first impulse. Lower your voice. Literally make students listen to you. Be the epitome of poise and equanimity.

One hundred percent

One hundred percent is the number of students who should listen to the teacher in class. "Is this from the realm of science fiction?" - you ask. Not at all. You just need to know some subtleties. The best teachers achieve obedience through positive and, importantly, unobtrusive measures. One hundred percent of attention is achieved through the skillful use of three principles.

Correction should not be intrusive or aggressive. One hundred percent attention is needed in order to so you can teach the lesson. If you make your way to this goal through a thicket of constant comments, you will end up with a vicious circle. Reprimanding one student distracts from the lesson everyone, even those who listen to you. Therefore, it is necessary to maintain discipline without deviating from the topic of the lesson and with minimal loss of time. We offer six types of unobtrusive correction in order of intensification. Try to resort to the first provisions on the list as often as possible.

1. Nonverbal correction. Contact the offender with gestures or glances, without being distracted from the topic of the lesson. For example, gesture to the student to lower their hand while you speak.
2. Positive group correction. Do not talk again about what the student should not do. Briefly remind for the whole class, what the student should do during the lesson. For example: “Everyone reads in turn; the rest follow the answerer.” Use this skill when you notice that students' attention is about to wander. The sooner you remind, the better.
3. Anonymous individual correction. Give brief reminders to the class as described above, but in this case emphasize that not everyone is doing what they need to do. For example: “We wait until two people are silent; everyone should look at the person answering.”
4. Individual correction. If you have to address the student personally, make the remark without others noticing. Approach the offender’s desk, bend over and, trying not to distract others, quickly and quietly express your request. Then continue the lesson. For example: “Quentin, I asked everyone to listen to me, and I would like you to do the same.”




5. Instant public correction. It is not always possible to make a remark without others noticing. Public correction will allow you to limit the amount of attention to the offender and explain what is expected of him, rather than scolding or telling him what he did wrong. For example: “Quentin, where are you looking? Back desks, don’t yawn!”
6. Punishment. If you cannot quickly resolve the situation without resorting to extreme measures, try not to disrupt the lesson. As with other types of correction, punishment should be quickly, unobtrusively and without unnecessary emotions. Ideally, a teacher should have an arsenal of techniques to adequately respond to any disruption and deal with it decisively and without hesitation.

Be firm and calm

1. Catch it early. The best teachers instantly notice when a student's eyes begin to wander and stop his bad intentions before he can do anything.
2. Gratitude has great power. Simply acknowledging that a student complied with your request not only demonstrates good manners, but also conveys to the entire class that the bad boy did what you asked. (Think about what else you could thank the student for.) Attention is restored, and students perceive you as a calm, well-mannered teacher who has everything under control.
3. A means, not an end. Attention is a means, not an end. Students need to listen to you to succeed in their studies. “Look at me, otherwise you won’t understand” - this phrase will say much more than this: “Everyone should look at the teacher. If I ask you for something, you must do it.”
4. Universal requirements. Teachers who have perfectly mastered this technique emphasize the universality of the requirements. They express it this way: “I want everyone to sit up straight,” or better yet, “We should all sit up straight.” These phrases emphasize the unity of demands in contrast to this model: “Look at the teacher, Trevor.”

Focus on visible aspects of behavior

1. Achieve Maximum Visibility. Find the right way to make discipline violators easy to detect. Do not demand abstract attention from students, but ask them to look at the teacher - this action is easier to track. Better yet, ask to put down your pencil and look at the teacher. Now you are observing the implementation of two instructions, and tracking the first - putting down a pencil - is much easier than noticing whether the whole class is looking at the teacher.
2. Show that you're in control. Don't just give directions, but also monitor their implementation, and the students must understand that you are not asleep. Every couple of minutes, look around the class with a calm smile to check that everything is going according to plan. Before asking for anything, be sure to pause and look at the students. Say everything you see: “Thank you, Peter. Thank you, Marissa. Front row, look at me.” By doing this, you emphasize that you are watching everyone and noticing who is doing what, as if you had a “radar.”

Katie Ezzi

Comment on the article "Teacher and class: how not to disrupt the lesson. 8 ways to maintain attention"

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. I keep my eyes on it :) Sometimes with the word “so”. But, the main thing is what I always tell young teachers: every child at every moment of the lesson should know what he is doing now and when he will be asked about it.

The teacher's level of intelligence and skill in the subject is in tenth place, no matter what parents dream of. Well, you shouldn’t expect high scores with such introductory notes, you only have to blame the mirror. A boorish teacher is more likely to find a government office, including a regional one...

School, secondary education, teachers and students, homework, tutor, vacation. Require/maintain discipline in the classroom. Do not give children the opportunity to interfere with each other's studies. There are those who do not pay attention to the noise during the lesson.

School, secondary education, teachers and students, homework, tutor, vacation. There is no point in parents sitting in class. They are not authorities for other students and no one will listen to them, even if they call for discipline.

Teachers complain, but actively fight: they seat them, make them sit next to them during the lesson, constantly. It is possible to establish a duty during the lessons for the parents of especially loud students. Good teacher and discipline. Continuation. It was just a way to drain the inconvenient...

Many teachers love to be the center of attention, this is not so bad. Discipline is a necessary, but not the only sufficient quality of a good teacher. However, if there is a market in the lesson, then in most cases the students can no longer do anything...

Since first grade, teachers have complained that he talks in class. Can I do something about this? Of course, I tell him that he shouldn’t talk in class, that it interferes with other children’s learning, and interferes with the teacher’s lesson, but the complaints do not stop.

School, secondary education, teachers and students, homework, tutor, vacation. If he has a good memory, he will be able to learn the rule and answer in class - so he is no longer a failure. By the way, my daughter is very similar to your description, also dyslexic...

8 ways to keep your attention. The topic was created to discuss the article Teacher and class: how not to disrupt the lesson.

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. David replies: “She pushes me too!” or “She wanted to take my half!” Since the fifth grade, they have had a math teacher as their class teacher, and this year they suddenly hire Jackson Nina.

Inattentive in class. Need a consultation with a psychologist. Child psychology. And I control everything in the lessons, and I talk to her (she seems to understand, but there is zero result)... and the other teachers say the same thing: she doesn’t participate in the process, she switches off... A good teacher and discipline.

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. Have you tried to sit in on your child’s lesson? At school they even put me in a corner for chatting, but even from there I managed to chat with the one who was sitting closer. The son doesn’t talk much, he plays with toys.

The problem with discipline is mainly in school. Gets up in class, walks around the classroom, launches airplanes, etc. regularly disrupting lessons in every possible way. The teacher demands action, the school is obsessed with discipline. When the head teacher was present at the lesson, he demonstrated himself...

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. Lessons start at 9 am and end almost like in a regular school - after lunch. According to the regulations on evening schools, in this case a special subject is collected...

Those who were 1 minute late to class STANDED in class for the entire school day as punishment. At meetings, my name was mentioned, it was said that I was a teacher, almost in direct text on three Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention.

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. The best teachers go into the most unruly classroom, where no one can bring order, force the students to do what they need to do, and bring back those who don't listen (or don't want to listen).

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. I am pleased with the mood with which mothers and fathers write about their children’s studies, how they choose schools and teachers. I once collected the diaries of my 10th “D” for testing. And in each entry made...

Realizable only on the condition that one of the classes (and I can even guess which one) will have 6 lessons at least 3 times a week: if the Traditional advice is “keep quiet, otherwise it will get worse.” Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention.

And another very effective method is to praise for the slightest manifestation of attention and discipline. This is one option. And there is a boy who deliberately sat on his desk with his back to the teacher during class and started talking loudly on the phone.

Teacher and class: how not to disrupt the lesson. 8 ways to keep your attention. Have you tried to sit in on your child’s lesson? At first glance, the problem is not with the child, but with the teacher’s inability to establish relationships in the team and communicate with children.

This story happened a long time ago in an ancient city where a great sage lived. The fame of his wisdom spread far around his hometown. But there was a man in the city who was jealous of his glory. And so he decided to come up with a question so that the sage would not be able to answer it. And he went to the meadow, caught a butterfly, planted it between his closed palms and thought: “I’ll ask the sage: tell me, oh wisest one, which butterfly is in my hands - alive or dead? If he says - alive, I will close my palms and the butterfly will die, and if he says - dead, I will open my palms and the butterfly will fly away. Then everyone will understand which of us is smart.” That's how it all happened. The envious man caught a butterfly, planted it between his palms and went to the sage. And he asked him: “Which butterfly is in my hands, oh wise one - alive or dead?” And then the sage said: “Everything is in your hands...”.

Teachers still shout and give you 2 grades for chatting, but it’s impossible to just sit and be silent! And further. At school, in my opinion, you only need two or three or four lessons, otherwise the workload is very heavy. For example, when I come home, I don’t want to do anything. And in general, when the class is noisy during any lessons, the teacher is often to blame. The student is simply bored and not interested in sitting in class. And further. It would be nice if teachers didn’t give bad grades.

It is the parents' fault that some children get C's and D's. Some of them simply do not pay any attention to children. And this contributes to bad teaching. And some are very strict and... If we give you a bad rating, then a big showdown awaits you at home. And the psyche of children is disturbed. They simply begin to be afraid of everything and everyone, and become withdrawn. This is the first category. And the second is when at home they yell and scream at you and even use force. The grades are not getting better, and even getting worse. And it’s not even worth talking about behavior. These children need to be treated differently: more attentively and positively, and not yell at them or poke them in the face “what a slacker you are.”

The material was explained clearly and in groups.

Already in class they explained what was not clear.

I don't want to work in a group. Fewer creative tasks.

Only oral tasks were assigned in oral subjects.

2. Student activity

Many people behave badly themselves, and then get offended by teachers.

Now we write a lot, especially at the end of the quarter. All teachers want us to succeed, but we are not made of iron.

Trying to understand. They do homework late at home.

Students need to think about how to behave.

So that there are no poor students and nicknames in the class.

I want teachers to make fun of us, for them to be kind, for them to treat absolutely all students well.

Students should talk less and mock the teacher. Do whatever you want, but quietly and quietly.

Guys in groups. Everything should be more accessible to us.

To be allowed, if something is not clear, ask a friend.

3. Learning new material

Teachers do not explain new material well and want children to learn well . Some give 5 minutes on a new topic and then ask.

Notes write, listen teachers.

I don't like parsing paragraphs myself. The topics are very complex and I don’t understand and I don’t want to not understand anything if I don’t like the lesson.

We read the material ourselves and begin to work on this material. Assign laboratory work at home

It’s not very clear, for the record.

Who like

N Some people assign a new topic for homework and for each topic we write a test (every day)

A teacher who explains clearly and clearly.

I want learning new material to be at least a little more interesting, to somehow explain something more fun.

I want it to take place in a team game.

Listen to the teacher’s explanations, practice more on oral subjects, write less lectures.

I would like us to be given less homework and to have the material explained in class.

So that teachers tell the essence and the most important thing.

4. Relationship between teacher and students.

The teachers treat us very strictly, scold us and sometimes call us names.

Teachers and students are not behaving very well! We almost constantly answer and interrupt teachers.

Many teachers pick favorites. They find fault a lot. Students don't like many teachers because they are strict and mean.

As they are with us, so we are with them..

We snap and yell at them, just as they yell at us.

The teacher stands over my head all the time and interferes with the educational process, climbs into briefcases and rummages through them and shouts at me.

Teachers and students most often conflict.

I want them to be kinder and somehow interest the class.

I want all teachers to trust their students.

5.Interaction between students.

Students sometimes do not respect each other and offend each other.

They behave perfectly, we are silent, we listen, we delve into it.

I want them to let me write everything off.

I want students not to interfere with each other’s activities in class, but, on the contrary, to help and support.

What you need to do in class to make the educational material easier to learn:

- the lesson should be paced;

So that they would be given less homework and less teaching;

- played various games;

To make people laugh;

- no more than 2 paragraphs;

- conduct games on topics (you can use new ones);

Allow students to rest;

Joking and understanding our jokes;

Sometimes listen to our statements;

Carry out small warm-ups;

It’s more interesting to present the material so that students are interested

How to formulate the goals of different types of lessons?

Mistakes when formulating the purpose of the lesson:

Algorithm for preparing for a lesson.

1. Determine and formulate the topic of the lesson.

2. Determine the place of this lesson in the lesson system.

3. Determine and formulate goals for yourself and in the actions of students.

4. Plan training material:

Select the content of educational material on the topic;

Determine the level of its assimilation by students (reproductive, creative familiarity);

Identify connections between this educational material and other subjects;

Determine the feasibility of using additional literature.

5. Select educational tasks based on the planned level of mastery of educational material by students in accordance with the principle “from simple to complex”:

Tasks for recognizing new material;

Tasks for its reproduction;

For use in a familiar situation;

For use in a changed situation;

For use on a creative level.

6. Group the selected material, determine the sequence of its presentation.

7. Find teaching methods and forms of organizing student activities that are adequate to the goals and content of the educational material

8. Plan monitoring of student activities by answering the following questions:

What to control;

How to control;

How to use the control results.

9. Prepare equipment for the lesson: educational visual aids, audio and video materials, instruments, etc. Pay special attention to the role of the chalkboard (what and how to place it on it).

10. Think over forms for summing up the lesson.

11. Consider homework and instructions for completing it.

So, for example, it turned out that the teacher experiences the greatest difficulty in teaching when mastering the content of new programs and textbooks, planning self-education, introducing best practices, implementing a differentiated approach to teaching, and equipping the classroom with new visual aids. When educating students, the most difficult thing is individual work and the introduction of innovative forms.

We suggest dividing the team into thematic groups. Each group works on a specific system of questions.

I group "Purpose of the lesson" It is necessary to answer theoretically and with examples from the lessons of colleagues:

1) What is the purpose of the lesson? What is the lesson objective?

2) Do we set a goal or task during the lesson? In which case?

3) What are the goals?

4) How to translate a goal into a result?

5) Criteria for achieving the goal.

IIgroup "Lesson content" You are invited to ask a number of questions and support your arguments with examples from practice:

1) What is the content of the lesson?

2) How do we determine what to teach?

3) How to make the lesson content interesting?

4) What is interest?

5) What determines the logical structure of the lesson content?

III group "Teaching methods" Questions of more practical content are proposed:

1) What is a method? What is reception?

2) Is there a system of methods?

3) On what and how does the choice of method depend?

4) Is there a connection between methods and content? Prove it.

5) Is there a connection between methods and means? Prove it.

6) How do you determine the correctness of the chosen methods? Show with a practical example.

IVgroup "Teaching Tools":

1) What is a teaching medium?

2) Is there a system of funds? Is there any, which one?

3) What determines the choice of teaching tools in the classroom?

4) Is there a relationship between methods and means? Prove it.

5) Is there a relationship between means and content? Prove it.

6) How do you determine the correctness of the chosen means? Show with a practical example.

V"Collective" questions are suggested:

1) What is the class team during a lesson?

2) Types of team compatibility during the lesson.

3) Forms of organization of the team during the lesson. Give examples

from practice.

VIgroup "Lesson result" questions are suggested:

1) What is the result of the lesson?

2) How to determine the result in a lesson? From work experience.

3) The relationship between the goal and the result in the lesson. Examples.

4) The relationship between content and results in the lesson.

5) Taking into account the characteristics of the individual and the team, their influence on the result of the lesson.

How to determine the result of a teacher’s activity as a whole? Your options.

See sample questionnaire above in Appendix No. 4.

School is a second home, so I want it to be warm and cozy, so that relationships with classmates and teachers are good and kind. However, it is not always possible to establish such relationships with teachers. This leads to bad consequences - poor academic performance, bad mood, reluctance to go to school, and so on... What to do if you don’t like the teacher?

Reasons for dissatisfaction with the teacher and options for solving the problem

First you need to figure out why the behavior of a particular teacher may not be satisfactory. There are, of course, several such reasons. For example, a teacher may simply dislike your child; he may also shout during class or explain the curriculum poorly. material and find fault. Let's consider each reason and the fight against it separately.

If your child is not on the teacher's favorite list. In this case, you need to understand that all children want their teacher to love them very much, but this is difficult to imagine. Perhaps every teacher has favorites, but a true professional will not show his feelings and should treat everyone equally.

If you know that the teacher is depriving you baby attention, and praises and pampers other children, talk to him politely and calmly. If it turns out that the teacher is acting unreasonably, gently explain to him that he needs to pay equal attention to all students.

If the teacher shouts during class. It is important to distinguish here between when a teacher simply raises his voice so that all students can hear him, and when he loses his temper and actually starts shouting. In the latter case about the present comfort It is impossible to talk in class.

Children are usually afraid of such unrestrained teachers. In this case, it is useful to talk about this topic with other parents and find out if they have noticed such things. Maybe their children also talk about such inappropriate teacher behavior.

If the information is truly based on facts, then you should approach the head teacher with these facts. Tell him about the situation situations, say that you really don't like it. You should not be complacent if they tell you that such a problem has not arisen before.

Insist that this situation exists at the moment and that there is evidence for this. However, remember that you need to speak politely and never raise your voice yourself.

If a teacher is nagging, it would be helpful to understand why he is doing it. Perhaps he just wants to help the child be more active because he sees his potential. Also in this way the teacher may want to attract attention baby when he is distracted.

In any case, it is worth reflecting on the behavior of both the teacher and the child. This is your child, and you know him better than other people. If a teacher is nagging with the best of intentions, talk to your child gently.

If the material is poorly explained teacher. Here, too, it is worth thinking about two options: the child himself is not attentive in class, or in fact the teacher does not explain the material well. Here it is also advisable to talk to the parents of other students.

Perhaps their children also complained that they did not know how to do homework, when, where and what to bring, and so on. If this doesn't happen, teacher, may not be at fault. It is quite possible that your child has a good imagination and does not want to follow the teacher’s instructions. This is worth finding out before you want to talk to the teacher.