“The teacher does not like me!” This is probably one of the most common sentences that one hears as a justification if the grades are not as they should be. But can that be: bad grades, because the teacher does not like the student and therefore forgives unjust grades? Yes, it can!
Some people like it better than others. This is natural and not always rationally explainable. Appeals and aversions are always included in the evaluation of others. People you like are judged better than those you do not like. Of course, a teacher should judge objectively and ignore his personal sympathies and antipathies when grading his students. In the assessment of clear facts that is still possible – and also understandable for the student. But a teacher can not always say “that’s right” or “that’s wrong”. Some things are also a matter of interpretation. And not every teacher is equally good at letting his emotions out of the game when judging, and then he’ll eventually distribute unjust notes.
And let’s be honest, can you say with certainty that you treat or judge people you like less fairly? This is normal, if not fair. In school, however, it is added that teachers with the grades they award, the life of the students determine. Therefore one should not necessarily sit unjustly grades on itself.
Evaluate professional achievements objectively
If a student has the feeling that they are receiving unjust grades from a teacher, it is first of all necessary to evaluate their own performance objectively. The pupil has a similar principle to the teacher: one often values oneself better than one actually does. It helps to get a second opinion from others who are familiar with the subject matter – especially when it comes to services that are a matter of interpretation.
Analyze social behavior
Also the own behavior and the impression, which one awakens with the teacher, play an important role. “Can the teacher really not like me or am I perhaps not completely innocent of the situation?” Is the central question. who
Do not be surprised if the teacher acknowledges that with bad grades. As far as one’s own behavior is concerned, one should put oneself in the position of the teacher. A good idea is to behave as one would expect from the students themselves as a teacher in order to keep a smooth lesson.
No attack surface
If you feel that the teacher has a “on the box,” it is a good strategy to make yourself unassailable. In any case, this includes avoiding the above-mentioned behavior. Instead, you should appear well-rested for lessons, interested in following the lesson and actively participating, diligently completing your homework, taking notes in the classroom and preparing well for the next lesson and class work, asking questions, etc. The oral work can be controlled by: you keep a tally, how many times you’ve pointed out and been taken. It is important to show the teacher his own willingness to perform. For this you can, for example, ask for additional tasks. Of course you have to follow the words with deeds.
Talk to each other
Anyone who behaves impeccably, similar achievements like the others but still gets worse grades, should appeal to the teacher. The same applies to students who want to change their behavior. Such conversations are not about blaming each other but asking for causes and finding solutions.
It is also advisable for the parents to look for a conversation with the teacher in question – whether at the parents’ day or in the teacher’s class. Basically, the child should be present during the conversation. This ensures that the teacher knows which students are being talked about. That may seem trivial. In fact, over and over again, because of the large number of students they teach, teachers often do not associate some names in their grades with the right faces. Even such confusion can be a cause of unjust notes. A conversation with all those involved also has the advantage that no claims can be made uncommented in the room. Teachers and students can describe their point of view and respond to each other’s allegations.
If a conversation with the respective teacher does not lead to a change, one can turn to the trust teacher, the class teacher, the school administration or the school board.
There will not always be a just solution. That depends on teachers and students alike. Doing extra work and trying harder than others to get good grades is not fair, of course. Sometimes, however, it is not different to impress the teacher. Here every student has to decide for himself what he wants to put up with: bad grades or extra effort. But there is a consolation: each student experiences in his life the experience of unfair grades. And if you have to put more effort into the one teacher, you have advantages for teachers, where others have the disadvantage.