What if I hate my teacher

  • Is there anyone else here? I would like to teach only upper school ..

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    It can be. But while we're at it: I only teach high school and miss the kids. I miss how you could inspire them. For me, the classes in the lower grades were the ones where the effort of preparation was most worthwhile. I miss the bio lessons, which were mostly practical and often outside, the children who became researchers when you managed to light a small flame (that's a metaphor, flame in the spirit, you get me). I miss the children who talked about my lessons at home and then brought something to show me (snakeskin (fits the topic) or something), who learned something about their world through the lessons and thus back to our lessons have contributed.
    Sometimes I look through my old documents, which I still haven't thrown away, and am surprised at how much I've laminated, tinkered and how much I've come up with myself.
    Of course there were also the chaotic ones and nasty little louts, but in between there were also the children with the shining eyes.
    Has anyone ever seen shining eyes in a 11 of the HöHa? Luminous, not glassy. The bad thing is that I also notice how that has changed me. My lessons (apart from the Abi course in bio) have become, I think, dreary, more standard, less effort. Too bad.

  • I'm not particularly good with very small ones either, they don't understand irony. Thank goodness I wasn't too stupid to choose the right type of school

  • Has anyone ever seen shining eyes in a 11 of the HöHa? Luminous, not glassy.

    Yes, it works. As a chemist, you can always blow something up or brew beer. Then high school students' eyes also light up.

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    @DPB

    Little ones don't understand irony? Okay - not from the start. But you can "train" them on it very quickly. That even works in the first year of school. With training.

    kl. big frog

    Care should be taken to teach correct belief to children. ... the one in yourself.
    ----
    "Fear is an incompetent teacher." Jean-Luc Picard

    ----

    "Never judge a moderator on this forum until you have walked in his moccasins for a moon." (freely based on Firelilly)

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    It is precisely the different age groups that make the job so appealing to me. Yes, lower grades can be annoying because they are still "small children" - with everything that goes with them. But it's also nice because they are much easier to be interested in something and often want to learn something too.
    High school can be annoying because they are often terribly cool, bored and stuck in their ways. But it can also be really interesting because they already understand more things, you can talk and discuss with them on completely different levels.
    Intermediate ... ugh ... puberty. But that too has its nice (or at least interesting) sides.
    I was at the FOS / BOS for three years, where there is only upper level. Certainly less work in terms of lesson preparation, since only two (or three with BOS) grades (good, but final exam every year). I wanted to go to a "normal" grammar school again because I wanted to teach the other grades (and subject content) too - despite all the crap that has happened in the meantime (G9 becomes G8 becomes G9 ...) I haven't regretted that .
    When I got a 5th grade for the first time, I wasn't sure if I could do it (because I like irony, too) ... but it worked (too) well, now I have one almost every year 5. (but also every year Abitur courses). The mix ensures that it doesn't get monotonous, neither from the personalities you teach, nor from the subject matter.

  • "Hate" is of course a very harsh word and since teachers usually reproduce at some point, these offspring are not born in the teenage years either, but at some point are also in the childhood phase.
    I think that everyone has something in mind when deciding on the type of school and, in addition to purely rational arguments (which type of school is wanted or which means the best financial possibilities?), Also takes emotional and personal preferences into account. Some people are good with young children, others need teenagers around them, and others find working with young people with special needs very fulfilling. Although I can basically also work with small children, I noticed during the kindergarten internship that this clientele is a bit too small for me to deal with them on a full-time basis over a longer period of time. Somehow I would have missed something. I also noticed that I had moved too far away from the area of ​​interest of such young children, which is why it was difficult for me to show a certain enthusiasm for things that the children found suuuuuper great. If that was the case when I was 19 (and it had frightened me because I didn't expect it), how then only at 40?
    With the secondary school students I was closer and if the analysis exam hadn't got in my way back then, maybe. I would have stayed there. Vlt. this distance, which I found a problem in kindergarten, would have made sense here in particular. But even here I had the feeling that it could have been the school itself that something was missing.
    Primary school was an alternative decision at first, but I think it was a good thing that it came about. Here I have the feeling that the most suitable of all school types. The students are already at an age at which you can talk to them intelligently, but you can still influence them relatively well and thus have a positive influence on their behavior. Of course you have the subject matter and, what I find important, you not only have an anonymous mass of little people in front of you, but students with names, preferences, characteristics and a story.

    The world's a little blurry ...

  • I was in grades 3 and 4 for several years. Now I have a first grade. Man, I'm finished on Friday afternoon. The little ones are somehow totally exhausting . Already starts in physical education. The students who have already moved in class 4: "Woman ... what are we doing today?" Me: "mini trampoline." Class 4: "Okay, let's set up. In Class 1, everyone who has already moved runs around the hall, somehow totally turned up, with a shrill whistle on your fingers you can get them into the seat circle, but what is set up mostly depends on the condition of my back.

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    I don't hate children. But children are strangers to me and I don't know how to work with them. That's why I teach adults in the second education path.

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    And then here I come: At my school there is everything from pre-class (age 4) to class 10 (can even be 18/19 years). The early intervention is done by specially trained early interventionists, fortunately - but teachers in North Rhine-Westphalia also have to do this. Then you would even have to work with babies.

    So you could let me do almost anything. In Zivi and Ref, I was always with the really big ones and actually I wanted to go there again. I was in the middle school from the start and always have 5/6 as class leader. My remaining hours were then always divided between the intermediate and main levels. I like that pretty much too. The irony is another thing that I miss with the very little ones. In the case of the hearing impaired, it only comes later that they understand it really well. They then first have to find out that they can tell by their facial expressions.
    When the middle school had to give lessons to the elementary school, I was supposed to be assigned there too, but I defended myself with my hands and feet and said in no uncertain terms that I definitely don't want to go to the little shits - the elementary school people have me like a car looked at, because they couldn't understand that with the cute little ones. But hardly any of them teaches at the other levels. It is a strange perception. With art in class LE 4/5, I got off lightly. In my coveted subject of hearing impaired studies, sign skills, class management and since I've been out in counseling, an assignment in the basic level is off the table until further notice. Phew
    But I have to deal with the counseling, because I really have everything: from pre-school to high school grade 9 at the moment. But then I'll be in elementary school for a day at most. I think the little ones are really cute. That doesn't exceed my tolerance limit.

  • Oops ... it turned out to be a serious thread after all. Yes, then I want to express myself seriously on the subject.

    I miss the children who talked about my lessons at home and then brought something to show me

    Strange. I actually have them in high school too. On the parents' evening of the 1st grade (= 10th school year), I regularly have parents standing in front of me who "complain" that the daughter / son is getting annoying at home because he / she constantly talks about chemistry. If I can do that with chemistry, then with biology it should actually be a lot easier. At least that's the case with us at school. Young people between the ages of 15 and 19 are really insanely narcissistic, they actually think everything that has to do with themselves is great. Cardiovascular system, sensory organs, metabolism and the associated diseases, immune system, etc. these are the topics in biology that most of our students really love. Here, however, everything is fought (= dissected). They think that's cool (not me). In chemistry, too, there are topics on which at least a large number of people listen attentively: food, intoxicants, drugs, explosives. No idea ... maybe that's not what the strict curriculum is in the German school system.

    High school can be annoying because they are often terribly cool, bored and stuck in their ways.

    Yeah ... this "stuck" that annoys me a lot too. 16-year-olds stand in front of you and seriously say things like "It was always like that, I can't change that now". My goodness. I always ask them whether they are really only 16 or not already 86. It's also unbelievable how young people can poop their pants when it comes to digital work. Oh, a new program that I don't know how to use - help! Small children just let loose, teenagers throw themselves on the floor and play cockchafer on their backs.

    But children are strangers to me and I don't know how to work with them.

    I feel similar. I have no children myself and I never wanted to have them, even if my mother always thought I would regret it at some point. In fact, I've found young children funnier since I was around 30, but I wouldn't want to work with them. But I would want to work even less with 13-year-olds. I once gave a substitute in middle school. That worked, I got it and at some point everyone did something sensible. I found this state of pubescent liquefaction of the brain really incredibly annoying. Primary, secondary level I and secondary level II each have their own teacher training course and I really admire the colleagues who give themselves the secondary level.


  • Has anyone ever seen shining eyes in a 11 of the HöHa? Luminous, not glassy.

  • It's nice that I'm not the only one who's doing this.

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