Annoying Questions from Students: A Relieved Perspective

As a teacher, you're no stranger to the sheer thrill of hearing the question What are we doing today? or Is there going to be homework? Yet, these can quickly turn from a routine inquiry into a source of frustration, especially when students are not genuinely seeking information but trying to evade upcoming tasks. Let's delve into the common irritants and explore what makes them so vexing.

Questions That Cooky Outbursts

The phrase I'm bored! or This is boring! can be particularly grating, especially after the meticulous preparation you've invested. You've spent hours designing engaging activities and crafting the perfect lesson plan, only to be met with a dismissive attitude. However, it's important to remember that your students' complaints might stem from a lack of understanding or engagement with the material.

Preparation and Frustration

Why were you annoyed if in the last lesson you made it clear what we would be doing for the next lesson?

Note that this can be particularly vexing when students ask questions just as you're about to explain the upcoming work. It’s as if they only care about what’s next when it involves time-consuming or non-fun tasks. Furthermore, questions like Will we have homework? or What are we supposed to do? are often asked when the homework and instructions are already written on the board.

Entitled Rage and Paper Airplanes

Some creative students might even go as far as making paper airplanes with their notes. While they might seem harmless, it’s a clear sign of disrespect when they ignore your instructions and create disruptions.

My response is always to say, Well, you'll never know now, will you? as I throw the note in the trash. This often leads to a heated exchange where students become entitled, claiming that I'm denying them essential learning. Others, however, take the hint and quickly deal with the note.

The Board and Written Instructions

Written instructions on the board are crucial, but some students still manage to ignore them, especially when I am about to start a new topic. The written material serves as a signpost, but sometimes it falls on deaf ears. It’s essential to keep a straight face and continue with the lesson, as the rest of the class needs to remain focused.

Relief Teaching and Name Asking

As a relief teacher, the question What is your name? can be particularly annoying when it is written on the whiteboard in bold. This is often accompanied by Where is Mrs _______ today or Are you our teacher today? These questions can be disruptive, especially when your purpose is to maintain order and provide a smooth transition for the students.

The crux of the matter is that these questions are often a way for students to test the boundaries of the class or to avoid engaging in necessary work. It’s a delicate balance between maintaining a professional demeanor and addressing the underlying issues.

College-Level Teaching

On a college level, annoying questions like What is your name? are less common. In this setting, the focus is more on class content and learning outcomes. However, even here, there are questions that can be challenging, such as What material should I focus on for the test? These questions are often from students who have not attended class in the past few weeks and are seeking last-minute information.

My response to this inquiry is typically:

I can't answer that because you are asking me what topics weren't important and should be ignored. I don’t lecture on or assign reading of material with low informational value. Everything assigned was important and deserves your focus. It is fair game to be on the test.

This response is meant to be firm but fair. If the student is genuinely struggling to distinguish between important material and anecdotes, I will provide an explanation rather than using my usual, canned reply.

Grace and Understanding

Throughout these challenges, it's crucial to maintain a balance between patience and firmness. By understanding that these questions often stem from a lack of engagement or a need for guidance, you can develop strategies to address them effectively. The key is to stay calm, maintain control of the classroom, and provide the necessary resources to help students succeed.