Introduction

In my role as an educator, I have often heard students say "Teachers have it with me" or "Teachers have it dedicated to me". In other cases, the same parents or representatives say: "Teachers have a hobby for my son."

Surely you, dear reader, have also heard the same expression, be it from your child, a friend or someone in particular.

Whatever the situation, we must look for the best way, that our students have the best relationship with their teachers and that there is the best learning environment and the greatest interest of parents and representatives to become more involved in the educational action.

In the present study, we will address what is meant by the expression "Teachers have it with me" and the recommendations we can find as educators and parents to harmonize the relationship between teachers and students and achieve school success.

A real example:

A friend, I was referring to the following: We recently moved and our 16 year old son started going to another school. With the change, his grades have worsened. Talking to the child, I learned that when he asks teachers questions, they respond with evasiveness. In addition, comparing his exams with those of others in his class, he says that teachers are tougher with him than with others. My wife and I are considering changing the center one more time, because we believe that the teacher has a mania for the child. Change it from an educational center, is it the best?

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Change it from school, would it be the best?

My reader friend, I think you already have an idea of ​​the situation and you have your own opinion about it.

Before there is a change in the educational center, it is necessary that the real problem be known in detail and by various sources. It seems obvious that my friend only has the version of his son. And far from thinking that the child is lying, he has to recognize that there are other perspectives. For example, that of teachers.

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Considering some recommendations for similar situations to the one posed:

1. Speak immediately with your teacher-tutor:

You must not adopt an attitude of recrimination. Listen to him first and show him your desire for the child to progress. Do not highlight the possible contradictions between what he says and what the child says.

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2. Be willing to collaborate on whatever you have in your hands:

Do not leave with the preconceived idea that the problem is a question of the educational center and it is they who must solve it. Ask the teacher for advice: "How do you think I can help you?" "How can I motivate him to study?" "What do you think are the obstacles?"

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3. Be honest about family circumstances:

It is possible that your family in general is still affected by the transfer and adaptation to the new address. Identify the real origin of the problems.

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4. Take some action lines from your interview with the tutor:

For example, a personal study plan, or review of previous lessons, or the need for better communication and coexistence in the family.

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5. Involve your child in these lines of action:

It would be very beneficial and useful for a second meeting in the presence of your child, and in which you openly discuss, as among adults, establish guidelines to follow.

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6. Trust that in the academic center they will do their part to solve the problem:

If the school does its part, then you do your part.

Remember, with a little patience, things will come to an even better situation than before the school change.