25 Biggest Mistakes Teachers Make and How to Avoid Them

90 Classroom Policies and Practices
like algebra (hated it) and I didn’t think I would ever need it again—until college.
College algebra was and still is my worst subject and worst grade I have ever had. It
was boring in tenth grade and even more so in college.
This algebra teacher routinely
allowed his students to distract
him or get him “off on a tangent,” as
it was called when I was in high
school. Apparently, he did not have a
lesson plan or syllabus. The consequences
of this type of distraction are
many: The students are not engaged,
little if any learning occurs, and the
students become disenfranchised with
the course. The scenario teacher failed
to make maximum use of class time.
He failed to create a sense of responsibility
about doing the work because
he showed little concern for delivering
the instruction.
Competent educators usually
prepare for each class. They have
goals and objectives to meet and they
use a syllabus or lesson plan to guide
SCENARIO 12.16
Worksheet Workout
them and keep them on task. These
teachers are flexible enough to allow
for some deviation from the topic if
the subject is provocative and the
students are very excited. However,
wise teachers are watchful for deliberate
attempts to distract them.
Skilled professionals know how to
bring the students back to the lesson.
They have an obligation to manage
class time effectively to maximize the
instructional contribution to their
students. Good teachers periodically
assess their progress with the material
they plan to cover and make
adjustments as needed. The old adage,
“Those who fail to plan, plan to fail,”
applies here. A lesson plan, or at the
very least, an agenda, is necessary to
stay focused.
In fifth grade I was placed in a different class than all of my friends who were together
in one class. The class I was in was much slower, boring, and the teacher seriously didn’t
like me. We were forced to do silent worksheets and spelling tests all year, which was
extremely boring.
A blatant misuse of seatwork
is evident in this scenario. To
force students to work silently on
worksheets all year is counterproductive
and boring. Worksheets are
usually reserved for follow-up work
to reinforce concepts learned in
direct instruction. Some teachers
occasionally use worksheets as time
fillers or busy work. To be effective,
worksheets should be interesting
and engaging and should not be boring
or useless. The latter makes it difficult
for students to stay on task
(Charles, 1983).
Resourceful educators will employ
a variety of instructional strategies
and materials to effect behavioral outcomes.
Informed teachers are aware of
the research that suggests that student
learning is enhanced when students
are allowed to talk, to work together,