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I had this conversation and it is mostly me. I am now looking at ways to get my class engaged on their level, not mine. And I will not expect that I like them or that they like me--

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I had this conversation and it is mostly me. I am now looking at ways to get my class engaged on their level, not mine. And I will not expect that I like them or that they like me--

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It all seems like good advice. I have had some good luck working with the "hard" kids though it be a challenge that doesn't pay off for weeks or months.

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This article is great and reminds me that even if I think a lesson is engaging and fun might not necessarily be fun for the students. It is so important to reach out to them and get to know them to determine what their interests are and how to make the lessons more meaningful for them.  

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This article is great and reminds me that even if I think a lesson is engaging and fun might not necessarily be fun for the students. It is so important to reach out to them and get to know them to determine what their interests are and how to make the lessons more meaningful for them.  

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most of the article reminded me of my earlier days of teaching, but what stuck out to me the most was the the comment that referred to no child left behind and the connection that we as teachers get overwhelmed and as the "fun classes" and the reflective/out-of-the-box thinking times that matter most in a student's education disappear we tend to become more "punitive, time-consuming, and demanding"

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As I read about the importance of getting to know students I was thinking that sometimes relationships between me and my students also depends on paying attention to what they want to know about me.

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As I read about the importance of getting to know students I was thinking that sometimes relationships between me and my students also depends on paying attention to what they want to know about me.

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I think at some point every teacher goes through these feelings. The article does a good job articulating this. I think the teachers need to stop and think if its something in our own lives frustrating us or if its a behavior that students are doing that we can work with.

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I think at some point every teacher goes through these feelings. The article does a good job articulating this. I think the teachers need to stop and think if its something in our own lives frustrating us or if its a behavior that students are doing that we can work with.

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Great article. It reminds me of how I can sometimes slip into the "traditional" method of teaching, while trying to control the class of students with different mindsets, personalities, moods, etc. Because of what I teach, most of the content is a collaborative effort, so it's so much more important that I connect and respond to each of the individual needs of the students. I LOVE each one of my students, so I must focus on teaching the STUDENTS, rather than the CLASS.

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Yes, resonated with me as well--individually can connect yet at times as a whole there is an overall sense of apathy and negativity.

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Yes, resonated with me as well--individually can connect yet at times as a whole there is an overall sense of apathy and negativity.

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In two of my three afternoon classes, my students really clash as a whole group and it is truly frustrating.  They all know each other *too* well after being in the same transitional classes each day with each other.  Some do really like each other, and some really don't.  Even when they are enjoyable kids one on one, I can't find the level of organization and engagement in my teaching toolbox to stop their constant bickering and insulting and playful joking that keeps getting in the way of true learning.

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That article articulated what I had to learn over the first several years of teaching. I was so young when I started -- as many of us are -- and so immature, in some ways, about my own feelings -- that I was often taking out my own frustrations out on my classes. Realizing that they were my own frustrations -- and kids were just kids -- was a big growth step for me.

Of course, the people who taught me most about that were the kids themselves -- when they revealed themselves or took risks in the classroom and I realized how complex and amazing they are.

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I thought the article captured my own feelings about one of my classes.  I like all of my students individually.  Collectively - I feel like we are all at odds. I do agree that when I have an extremely well-planned lesson, the chance that everyone clicks increases.

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I thought the article captured my own feelings about one of my classes.  I like all of my students individually.  Collectively - I feel like we are all at odds. I do agree that when I have an extremely well-planned lesson, the chance that everyone clicks increases.

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Our work has changed. Building the relationship and engaging with students in real time is increasingly important. These changes have big consequences for curriculum and assessment. We need to be willing to ask ourselves whether the content we select is responsive to the needs of the students. That means figuring out their needs when we meet and engage 

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Our work has changed. Building the relationship and engaging with students in real time is increasingly important. These changes have big consequences for curriculum and assessment. We need to be willing to ask ourselves whether the content we select is responsive to the needs of the students. That means figuring out their needs when we meet and engage 

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them in learning. Too often we pull packets off the shelf and students have to fit into them instead of the other way around.

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I found the article really resonating with me well after last week's session, because I have that feeling about my 2nd period class--I truly am very frustrated by their apathy, lack of listening, and overall low level of energy for the material.  I like them individually very much, but they seem as a collective group to have a general negative feeling.  I have been frustrated with this.

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I found the article really resonating with me well after last week's session, because I have that feeling about my 2nd period class--I truly am very frustrated by their apathy, lack of listening, and overall low level of energy for the material.  I like them individually very much, but they seem as a collective group to have a general negative feeling.  I have been frustrated with this.

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How does ¨What to do When you don´t ´Like´ Your Students¨ connect to schema and BEFORE reading activities?