“It’s not as important for a teacher to like the students as it is for the students to think the teacher likes them. Students feel more comfortable and motivated in classes where they think the teacher likes them.” – Daryl

“I would rather not know if I’m a teacher’s favorite. It puts me in a weird position. When we’re having a test or something, other students will come up to me and say, ‘Why don’t you ask if we can not have it – she likes you.'” – Tiffany  (Respect, Liking, Trust, and Fairness, Cushman)

It’s important to praise students for their accomplishments and push them to their highest potential. But what’s equally as important is that teachers do this for all of their students, not just the ones who are easy to praise and immediately responsive to encouragement and challenges.

One aspect of teaching that I am working on every day is separating my ‘human’ self from my ‘teacher’ self, while still being real with everyone. The other day when I paused to wait for the class to calm down, I must have made a really exasperated face, because later my CT told me not to let the class know they are getting under my skin. I know there’s a way to not let your every true emotion come through when teaching, but being a very straightforward (and somewhat emotional) person, it’s proving difficult to parse my feelings from executing best practices. I’m not saying I’m unprofessional, but I am a human being.

In this vein, teachers should not let their feelings of exasperation, frustration, or defeat show through in class. There’s a polished veneer of professionalism, poise, and consistency that conveys a teacher is able to respond to all students adequately and respectfully. I guess that’s called being an adult. Maybe?

It definitely reflects badly on a teacher when they obviously play favorites in their class. (I can at least say that I don’t do this.) It makes other students feel unwanted or unimportant, and going along with Tiffany’s quote, it can make the ‘favorites’ uncomfortable. The teacher may think they are forging bonds and encouraging high-performing students, but they are just causing discomfort in the class. A teacher shouldn’t be concerned with ‘getting in good’ with their students – they should be playing to win, where winning is the respect and trust of the entire class.