What Makes a Teacher Like or Dislike a Student

Teaching is a profession that brings immense rewards, but it also comes with unique challenges. One aspect of teaching that intrigues educators is the variety of reactions they can have towards their students. While many teachers may never feel dislike towards any student, the interactions and behaviors of certain students can affect their perceptions. In this article, we explore the factors that influence a teacher's feelings towards their students and share insights from a teacher with 20 years of experience.

Teacher Reflections on Student Relationships

I have been teaching for 20 years, and I have yet to encounter a student that I disliked. Every student, no matter their actions or behaviors, holds a place in my heart. The relationship between teacher and student is complex, and it’s essential to recognize that students who may exhibit challenging behaviors are still deserving of care and support. Here are some key observations from my experience.

Behavioral Challenges and Teacher Perceptions

There were instances where the actions of certain students rubbed me the wrong way. However, it's crucial to remember that these students are still young and developmentally capable of positive change. With guidance and support, these students can learn to make better choices. The example I will share clearly illustrates this point.

The Case of the Third-Grader

I had a young man in third grade who was a challenging student. He was new to the school, making the bonding process slower and more challenging. The main issue was that he was not liked by his peers due to his lying and stealing behaviors. No one wanted to play with him, and every time I tried to interact with him, he had a smirk on his face. This behavior led to constant tattling, and the student would frequently get into trouble, losing recess time as a result.

The situation was tense, and there were moments when I wished he had been placed in another class. However, after reflecting on my frustrations, I decided to bring all my students together for a discussion. We talked about the constant tattling, the need for positive interactions with the student, and the importance of him acting like a friend to make friends. Following this talk, things improved, and the student found a small group of friends, though his negative attention-seeking behaviors didn't completely stop.

Making Distinctions and Seeking Remedy

The key takeaway from my experience is the crucial distinction between a student's character and their behaviors. Teachers often make this distinction to focus on helping students improve rather than negatively labelling them. It's about trying to address the underlying issues that lead to challenging behaviors and providing support to help students change and grow.

Conclusion

While it may be rare to find a teacher who dislikes a student, the educational environment is filled with complex relationships influenced by both student and teacher behaviors. Teachers' feelings towards their students can be influenced by a range of factors, such as behavior, communication, and personal connections. By making the distinction between a student's actions and their character, educators can focus on positive changes and support the growth of each student.