Common Teacher Actions That Bother Students and Why

Teaching is a challenging profession, and it's not uncommon for teachers to find themselves in situations that students find frustrating or bothersome. In this article, we'll explore some common teacher actions that may bother students and delve into the reasons behind these actions.

Putting Students on the Spot

One of the most common frustrations for students is when their teachers put them on the spot, especially in front of the class. This might include asking questions without prior preparation or expecting students to answer without giving them a chance to prepare.

Personal anecdotes often highlight these experiences. For instance, a student named [Name] described being put to the test during a class. Teachers who say, 'You're a good student and participate, right?' might sometimes shift the responsibility of knowing the answer onto the student. If a student doesn't know the answer and doesn't raise their hand, they might worry about being called out. This can be particularly uncomfortable if the teacher repeatedly calls on them despite their lack of preparation.

Overly Intrusive Concern and Intervention

Another factor that can bother students is when their teachers are overly concerned or intrusive during times of emotional distress. While it's understandable for teachers to inquire if a student is okay, persistent questioning without being asked can be draining.

For instance, if a student doesn't want to talk about their problem, they might only nod or give a brief response. However, the teacher might continue to ask, 'Are you sure? Tell me what's wrong, I'm here for you.' This kind of persistent concern can make a student feel uncomfortable and embarrassed.

Misogyny and Harsh Treatment

A third troubling action is when a teacher deliberately makes a student's life difficult or embarrasses them in front of their peers. This can include harsh criticism for minor infractions, such as yelling at students for something others do or refusing to let students use the bathroom during the day.

These behaviors serve to create a hostile learning environment. For example, a student named [Name] recounted a particularly harsh incident where she had to request permission to use the bathroom due to her period. Instead of being understanding, her teacher responded with, 'It's not my problem if you’re on your period! Deal with it! You can put in a tampon when you’re not in class.'

Student Engagement and Accountability

The most common actions that bother students seem to be related to the expectation that they will actively engage with content and ideas throughout the school day. Teachers often ask for active participation, such as showing what they know, defending their knowledge through discourse, or contributing to group and individual work.

Research and experience show that many students are encouraged by their culture and parents to adopt a passive approach to learning. They might be told that school is about teachers teaching, not about students learning. This mindset supports inactivity and disengagement, leading to a lack of genuine learning. If a student actively resists this process, they might be told that the teacher will eventually give up and let them do the work without consequence.

While it's important to be sensitive to a student's personal issues and to allow for flexibility, it's also crucial that teachers hold students accountable for learning and the development of critical thinking habits. This accountability ensures that students actually gain the skills and knowledge necessary for success.

Summary and Conclusion

The actions that bother students often stem from the expectation for active engagement in the classroom. Teachers play a critical role in fostering a learning environment where students are encouraged to actively participate and take responsibility for their own education. By understanding these actions and their underlying reasons, teachers can better support their students and promote a more productive learning environment.

Ultimately, the goal is to create a classroom where students feel valued and supported, while still being pushed to achieve their full potential. Teachers and students alike benefit from an environment that encourages active participation, resilience, and a growth mindset.