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Miss, this is boring...

Discussion in 'Primary' started by slimcat, Jun 20, 2011.

  1. I don't care if I don't learn it/
    What's the point?
    etc etc
    Any tips on how to deal with this (Years 4-6)?
    My theory is, try to tie it into something that's relevant to them, e.g. it will help you to do your own shopping/catch the bus on your own (if you're trying to teach numeracy).
    However, this is tricky when the subject is specialist, e.g. life cycle of plants!
    I was thinking of trying "Right, let's stop the lesson a minute and dream about all the jobs you might like to do when you get older," and then work backwards from that. However this is assuming some of the children helpfully say "I want to be a gardener." Which is unlikely.

     
  2. I don't care if I don't learn it/
    What's the point?
    etc etc
    Any tips on how to deal with this (Years 4-6)?
    My theory is, try to tie it into something that's relevant to them, e.g. it will help you to do your own shopping/catch the bus on your own (if you're trying to teach numeracy).
    However, this is tricky when the subject is specialist, e.g. life cycle of plants!
    I was thinking of trying "Right, let's stop the lesson a minute and dream about all the jobs you might like to do when you get older," and then work backwards from that. However this is assuming some of the children helpfully say "I want to be a gardener." Which is unlikely.

     
  3. The children who say this want to derail your lesson, they are not interested so much in your answer or your justification for learning about plants or whatever, they just want to control the situation. Smile and be firm, continue with the learning and maybe say that you can bring the question to circle time if you think that it would be a good use of that time, or suggest that you are free to chat about the issue at breaktime.
     
  4. lillipad

    lillipad New commenter

    My response has always been "Thank you for your opinion, sometimes in life we do have to do things which we don't find overly interesting, and this is one of those times. If you'd like to discuss it more - see me in your break."

    I do endeavor to make lessons exciting and interesting, but sometimes things are just so dry you can't avoid it!
     
  5. cest le vie

    Or "OK then you can write a letter to the government complaining about it"
    at playtime.
    I have been getting this at least 3 times a day since September.
     
  6. How about,
    "Oh no, that's dreadful to hear you find this boring, how about all next week you stay in at break and lunchtime and help me plan much more exciting lessons as clearly you have lots of great ideas!" [​IMG]
     
  7. I tell them to add commentslike that (along with the groan a couple of mine liked to issue at the start of the year when doing a subject they were less than enamooured with) to the list of things that are fine to think in their heads, but should not be shared aloud in my lessons.

    In other words
    "Think it, but don't say it"
     
  8. minnieminx

    minnieminx New commenter

    LOl irasor I can hear the sarcasm in your voice even from your post. I could use that one actually and might,

    I don't often get this, but on the odd occasions I generally say something like 'Oh well sometimes life is. If it bothers you that much go and let Mr XXXX (the head) know that you don't think you should be studying this topic and discuss the alternatives with him.' Weirdly they never seem to want to. But I'm going to try the planning in breaktimes one as this is likely to be the last year I have year 6 I need to use up all my sarcasm, year 2 might not get it!
     
  9. Thanks one and all. The second after I'd posted, I was dreading getting lots of 'Well you should just be making your lessons more interesting then' posts - glad you have a more realistic perspective!
     

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