How to Support Teachers’ Emotional Needs Right Now (2024)

At the end of March, our team at the Yale Center for Emotional Intelligence, along with our colleagues at the Collaborative for Academic, Social, and Emotional Learning (CASEL), launched a survey to unpack the emotional lives of teachers during the COVID-19 crisis.

How to Support Teachers’ Emotional Needs Right Now (1)

In the span of just three days, over 5,000 U.S. teachers responded to the survey. We asked them to describe, in their own words, the three most frequent emotions they felt each day.

The five most-mentioned feelings among all teachers were anxious, fearful, worried, overwhelmed, and sad. Anxiety, by far, was the most frequently mentioned emotion.


How to Support Teachers’ Emotional Needs Right Now (2)

The reasons educators gave for these stress-related feelings could be divided into two buckets. The first is mostly personal, including a general fear that they or someone in their family would contract COVID-19, the new coronavirus. The second pertains to their stress around managing their own and their families’ needs while simultaneously working full-time from home and adapting to new technologies for teaching.

Once distance learning had gone into effect, we heard from one educator who shared:

My vision of finally having someone else take care of my own kids’ education, even virtually, was smashed to smithereens. This requires 100 percent parent involvement, actually 200 percent because my kids are in two different grades!

Given the unexpected new demands our educators are facing, we might assume that how teachers are feeling now is entirely different from the emotions they were experiencing before the pandemic. But is it?

In 2017, our center conducted a similar survey on teachers’ emotions. A national sample of over 5,000 educators answered the same questions about how they were feeling.

Back then, the top five emotions were frustrated, overwhelmed, stressed, tired, and happy. The primary source of their frustration and stress pertained to not feeling supported by their administration around challenges related to meeting all of their students’ learning needs, high-stakes testing, an ever-changing curriculum, and work-life balance.

Our research findings are echoed across a growing body of research on teachers’ stress and burnout.

In one study, 85 percent of teachers reported that work-life imbalance was affecting their ability to teach. Other research has shown that at least 30 percent of teachers leave the profession within their first five years of teaching. Like our research, these studies found that the general causes of teacher stress and burnout are related to a lack of strong leadership and a negative climate, as well as increased job demands, especially around testing, addressing challenging student behaviors, a lack of autonomy and decision-making power, and limited to no training in social and emotional learning (SEL) to support educators’ and students’ emotional needs.

So, before the pandemic, America’s teachers were already burning out. Add in new expectations of becoming distance-learning experts to support uninterrupted learning for all their students and caring for the ever-evolving demands of their families, and it’s no surprise that 95 percent of the feelings they reported recently are rooted in anxiety.

We can’t control what is happening to us and around us, but we can control how we respond to it.

Emotions matter

An anonymous teacher who filled out our most recent survey described the balancing act like this:

There is this huge dissonance right now between the messages such as “be well” and “take care of yourself” at the end of emails, and “in this time of uncertainty.” Yet we have to partake in multiple seminars, read links related to online instruction, legal requirements in special ed, due process, timelines, etc. Everyone needs to be reminded again about how the brain works.

At the Yale Center for Emotional Intelligence, we study how emotions drive effective teaching and learning, the decisions educators make, classroom and school climate, and educator well-being. We assert that educators’ emotions matter for five primary reasons:

  • Emotions matter for attention, memory, and learning. Positive emotions like joy and curiosity harness attention and promote greater engagement. Emotions like anxiety and fear, especially when prolonged, disrupt concentration and interfere with thinking. Chronic stress, especially when poorly managed, can result in the persistent activation of the sympathetic nervous system and the release of stress hormones like cortisol. Prolonged release of this and other neurochemicals impacts brain structures associated with executive functioning and memory, diminishing our ability to be effective educators and undermining student learning.
  • Emotions matter for decision making. When we’re overwhelmed and feeling scared and stressed, the areas of our brains responsible for wise decision making also can become “hijacked.” In contrast, the experience of more positive states like joy and interest tend to help people evaluate individuals, places, and events more favorably compared to people experiencing more unpleasant emotions. Pleasant emotions also have been shown to enhance mental flexibility and creativity, which are key to navigating the novel and evolving demands of living through a pandemic.
  • Emotions matter for relationships. How we feel and how we interpret the feelings of others send signals for other people to either approach or avoid us. Teachers who express anxiety or frustration (for example, in their facial expressions, body language, vocal tone, or behavior) are likely to alienate students, which can impact students’ sense of safety in the classroom—and likely at home in a virtual learning environment—thereby having a negative influence on learning. Further, dysregulated emotions can undermine healthy relationships between teachers and parents. For most students, a successful distance-learning experience will require a solid partnership between teachers and families.
  • Emotions matter for health and well-being. How we feel influences our bodies, including physical and mental health. Stress is associated with increased levels of cortisol, which has been shown to lead to both physical and mental health challenges, including depression and weight gain. Both the ability to regulate unpleasant emotions and the experience of more pleasant emotions have been shown to have health benefits, including fostering greater resilience during and after traumatic events.
  • Emotions matter for performance. Chronic stress among teachers is linked to decreases in teacher motivation and engagement, both of which lead to burnout. Teachers who are burned out have poorer relationships with students and are also less likely to be positive role models for healthy self-regulation—for their students and their families. It’s no surprise that teachers who are burned out are more likely to leave the profession, which impacts student learning and puts a huge drain on schools.You get the picture: When educators answer the question about how they feel at school—or, in our most recent study, as an at-home educator—we learn they spend a big part of their workday in a pretty dark place.

Research we and others have conducted has shown two possible protective factors for teachers’ emotional well-being. First, teachers with more developed emotion skills tend to report less burnout and greater job satisfaction. These skills include the ability to recognize emotions accurately, understand their causes and consequences, label them precisely, express them comfortably, and regulate them effectively. But the challenge is that most teachers have not received a formal education in emotion skills.

Second, teachers who work in a school with an administrator with more developed emotion skills tend to experience fewer negative emotions and more positive emotions. These teachers also are likely to have better-quality relationships with their students. When students have stronger connections with their teachers, they, in turn, are more engaged and committed to learning; they’re also more willing to take risks and persist in the face of difficulty.

We need a greater focus on teachers’ health and well-being now, so they can thrive through this pandemic and be psychologically ready to return to school after this has passed.

Supporting educators’ well-being

We know how anxious teachers (and, really, everyone else) are feeling right now. But have we thought about how we want to feel?

Previously, we asked teachers how they want to feel at school, and they answered loud and clear. A few of the top hoped-for emotions were happy, inspired, valued, supported, effective, and respected.

The more sensitive we can be to our educators’ emotional needs today, the better we’ll be able to support them now and when schools reopen. The space between how we feel and how we want to feel presents an opportunity to work together to improve the emotional climate of our homes and schools. The emotional climate is the feelings and emotions a learning space evokes; that space includes both the physical one and the learning climate that is evoked through the interactions between and among educators and students. This can be applied to traditional school settings and to virtual ones.

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We need to understand how our teachers want to feel, again, and then support them with what they’ll need to experience these feelings.

In the same survey we conducted at the end of March, we asked teachers to share some reflections about what they need to have greater emotional balance. Responses included time to adjust to the new normal of online learning and ways to make virtual learning fun and engaging. Teachers also expressed a strong need for honesty, respect, kindness, flexibility, and patience from their school administrators. Further, they requested more realistic expectations, including boundaries around working around the clock. Among the top requests were strategies to support their own and their students’ wellness and resilience.

Building a charter

Putting our emotional needs in writing has a way of making them real for everyone. It acts as a reminder for those times when we might feel anxious or frustrated or any other uncomfortable feeling. It also serves as a contract between ourselves and our colleagues (and even students and families) to help during moments when we are anything but calm and considerate.

As part of RULER, our center’s approach to SEL, thousands of schools across the nation have gone through the process of creating an “Emotional Intelligence Charter” with their faculty and staff with positive results.

The process of building a charter or agreement requires us to be vulnerable, and that can be hard, especially in times like these. And some educators are somewhat self-conscious and apprehensive about the process of asking colleagues how they want to feel. It can be scary. Often, how we want to feel is an indicator of what hasn’t been working at our schools. But we’ve found that when schools have the courage to ask, the benefits outweigh the risks.

Specifically, a charter reflects the agreed-upon feelings and behaviors of the members of a learning community. Here, we describe the process of building a faculty and staff charter. The same process can be applied to the classroom or home environment.

It starts with a deceptively simple question: How do we want to feel as a faculty/staff? A principal or group of teachers can pose the question to the faculty and staff at their school. Once everyone shares their top three or four hoped-for feelings, the goal is to narrow them all down to a “top five” list reflective of the entire faculty.

The second question is: What do we need to do for everyone to feel this way? Here, faculty and staff share specific ideas that would support them in experiencing each of the feelings. The goal is to come up with two or three observable behaviors that are realistic and attainable for each feeling. For example, in order for teachers to feel supported around distance learning, what exactly will everyone agree to do differently so everyone feels supported? If teachers want to feel more valued, what are the specific things schools can do? Perhaps everyone can agree to respond to virtual inquiries in a timely manner.

Once the five feelings and related behaviors are compiled, the charter can be created and distributed to each member of the faculty and staff. In this virtual world of education, be creative about ways to disseminate it to everyone. If your school or district uses a learning management system, perhaps the charter can be “public” there.

Importantly, the charter should be a living document—it will evolve as your learning community does throughout the pandemic. Consider weekly reflections and opportunities for teachers to share ideas based on their hoped-for feelings. For example, if teachers want to feel more engaged, perhaps create opportunities for them to share their best virtual lesson of the week and why it worked so well. Even weekly quotations that remind everyone about the desired feelings can help to sustain a positive climate. And when we are all finally able to return to our schools, it will be important to revisit the charter. How we want to feel and what we need to support our health and well-being is fluid.

We are living through a pandemic that most of us could never have imagined. And, as we’ve shared, our educators are not in the best emotional shape. Today’s teachers, counselors, and school leaders are experiencing greater anxiety, stress, and burnout than ever before. If we just hope for the best, more and more educators will fall by the wayside. Fortunately, an increasing number of schools are seeing the benefits of SEL, not just for students, but for educators’ own skill development.

The time has come for all schools to address the missing link in what will help educators’ thrive—a greater focus on all adults’ health and well-being. If we want our educators to be successful—both personally and professionally—schools must be places that bring out the best in them.

This article was originally published on EdSurge as part of the guide Navigating Uncertain Times: How Schools Can Cope With Coronavirus. Read the original article.

How to Support Teachers’ Emotional Needs Right Now (2024)


How do I make my teacher feel supported? ›

Here are 10 proven ways principals can support their teachers.
  1. Listen to the Teachers. ...
  2. Provide the Best Resources Possible. ...
  3. Offer Recognition. ...
  4. Improve Collaboration. ...
  5. Monitor Teacher Burnout. ...
  6. Support Their Decisions. ...
  7. Encourage Growth. ...
  8. Be Consistent.
Dec 23, 2022

How teachers can provide emotional support? ›

During the school day, teachers can help students build social and emotional literacy through books, visuals, and SEL activities. We recommend books like The Feelings Book for younger children, How Are You Peeling? and Visiting Feelings for elementary-age children, and Big Life Journal for older children.

What do teachers need most right now? ›

5 Things Every Teacher Needs to Hear Right Now
  • Your job matters. Sometimes, with all of the ridiculous expectations, it can feel like you're no longer teaching the way you want to teach. ...
  • You are doing a great job. ...
  • Good enough is good enough sometimes. ...
  • Your mental health and family need to come first. ...
  • Thank you.
Sep 26, 2022

How do you help a stressed teacher? ›

Giving teachers a time and space to talk about what's stressing them out—and, most importantly, to practice calming techniques such as mindfulness or progressive muscle relaxation—can mitigate their stress.

How can I help my teacher destress? ›

9 Stress Management Strategies Every Teacher Needs to Know | Hey Teach!
  1. Breathe (properly) The classroom can cause sensory overload. ...
  2. Embrace the stress. ...
  3. Be imperfect. ...
  4. Practice emotional first aid. ...
  5. Be grateful. ...
  6. Limit “grass is greener” thinking. ...
  7. Work smarter, not harder. ...
  8. Ask for help.

What is an example of providing emotional support? ›

For example: Listen. Simply giving someone space to talk, and listening to how they're feeling, can be really helpful in itself. If they're finding it difficult, let them know that you're there when they are ready.

Why is emotional stability important for teachers? ›

The teachers' level of control does not influence their burnout; instead, their burnout is dependent on their emotional stability. Thus, burnout is a personal choice which is triggered by one's emotion. A person with high perceived control may still be burned out if he does not have control over his emotions.

How do you promote emotional engagement in the classroom? ›

Teachers can see emotional engagement in the way students participate in discussions, what questions they ask, how they seek help, and how they express curiosity. Building positive relationships and creating a student-centered learning environment increases emotional engagement.

Why we should support our teachers? ›

Great teachers have a bigger impact on our students' success than any other factor in a school. They play a critical role in helping our kids gain the knowledge and skills they need to pursue their goals and be prepared for life. But like any job, teachers need adequate resources and support to do their best work.

What are the emotions of teachers? ›

3. Teachers perspective of coping with their negative emotions. Teachers can experience a variety of negative emotions in the classroom, but the two most frequent negative emotions include anger and frustration. These emotions can arise from a number of disruptions of their personal goals.

What a teacher can do to meet the emotional needs of learners? ›

Teach children how to recognize their and other people's emotions. Give a scenario and ask them to describe how they would feel if they were in that situation. Validate children's emotions, allowing them to talk about how they feel. Reassure them with your undivided attention.

What helps with emotional needs? ›

To help manage stress:
  • Get enough sleep. ...
  • Exercise regularly. ...
  • Build a social support network.
  • Set priorities. ...
  • Show compassion for yourself. ...
  • Schedule regular times for a relaxing activity that uses mindfulness/breathing exercises, like yoga or tai chi.
  • Seek help.

How do you push through teacher burnout? ›

These seven methods are all proven to help prevent teacher burnout:
  1. Stay healthy.
  2. Indulge in personal time.
  3. Talk to your colleagues.
  4. Recognize what you do well.
  5. Prepare ahead of schedule.
  6. Leave schoolwork at school.
  7. Make yourself a priority.
Jun 15, 2022

What causes the most stress for teachers? ›

Lack of support from leadership and colleagues

Whether it be from challenging student behaviors (see above), lack of support planning, or any number of other factors, teachers feel increased stress when they are left to believe they are doing the work alone.

What stresses teachers out the most? ›

Having Too Much Grading/Marking

41% of stressed teachers consider grading one of their stressors. During my first year as a teacher, I spent two to three hours after school grading the assignments for the day. The extra time lengthened my day, and I felt overworked and exhausted.

How do you deal with emotional stress at school? ›

What are the Best Techniques to Help Students Manage Stress?
  1. Keeping a journal.
  2. Getting plenty of exercise.
  3. Eating healthy, regular meals.
  4. Making sure you get enough sleep.
  5. Meditating.
  6. Downloading an app that provides relaxation exercises (such as deep breathing or visualization) or tips for practicing mindfulness.
Nov 10, 2022

How can anxiety and stress be reduced in the classroom? ›

According to her, here are the steps teachers should follow to deal with student anxiety in the classroom.
  1. Start with a Student Meeting. ...
  2. Create a Coping Toolbox. ...
  3. Validate Student Feelings. ...
  4. Use Mindfulness. ...
  5. Teach Competence. ...
  6. Refer Students for Additional Help.

How do you coach a struggling teacher? ›

5 Coaching Strategies That Help Coaches Connect with Resistant Teachers
  1. Form a Relationship. Forming a relationship with a teacher is the basis for every coach. ...
  2. Understand the Resistance. It's easy to assume a resistant teacher is irrational or difficult. ...
  3. Ask Questions. ...
  4. Be Transparent. ...
  5. Acknowledge Efforts and Build Trust.
Feb 6, 2020

What are the 5 types of emotional support? ›

Typology. Cutrona and Suhr define a social support category system, which involves five general categories of social support: (a) informational, (b) emotional, (c) esteem, (d) social network support, and (e) tangible support.

What do you say to give emotional support? ›

Some validating phrases you can use are:
  • “I'm sorry you're dealing with that situation. It sounds so painful.”
  • “That sounds so upsetting. I understand why you're feeling so stressed right now.”
May 27, 2020

What are 2 examples of emotional needs? ›

Some examples of emotional needs might include feeling appreciated, feeling accomplished, feeling safe, or feeling part of a community. As humans, we seek emotional nourishment as much as food and water.

What is emotional stability in teaching? ›

Emotional stability enables the person to develop an integrated and balanced way of perceiving the problems of life. This organizational ability and structured perception helps one to develop reality-oriented thinking, judgment and evaluation ability.

How do you provide emotional stability? ›

5 Tips to be More Emotionally Stable (and Manage Your Emotions)
  1. Allow yourself to feel.
  2. Reflect on your emotions.
  3. Focus on physical sensations.
  4. Set boundaries.
  5. Consult a doctor.
Jan 29, 2023

Why is emotional support important in school? ›

Well-implemented SEL programs positively affect students' success in school. Studies show that social-emotional skills—such as problem-solving, self-regulation, impulse control, and empathy—help improve academics, reduce negative social behaviors like bullying, and create positive classroom climates.

How do you create an emotional environment in the classroom? ›

Creating Your Social-Emotional Environment
  1. Be responsive to children's needs. ...
  2. Provide Prompts. ...
  3. Use your positive personality as a teaching tool. ...
  4. Be predictable. ...
  5. Find time for quiet moments. ...
  6. Praise when possible. ...
  7. Celebrate diversity and help all children feel included.
Feb 22, 2021

What can we do to create a positive emotional environment in your classroom? ›

13 ways to create a positive classroom environment
  1. Build positive relationships. ...
  2. Arrange the physical environment. ...
  3. Set high academic expectations. ...
  4. Provide positive reinforcement. ...
  5. Be open to feedback. ...
  6. Encourage collaboration. ...
  7. Use current curriculum and teaching methods. ...
  8. Be there for them.
Feb 3, 2023

What are the most important needs of teachers? ›

Generally, what teachers need to be effective in the classroom is thought of in terms of content knowledge, pedagogical knowledge, classroom management skills, and related soft skills like time management and organization.

What does supporting teachers look like? ›

Providing teachers with a 30-minute duty-free lunch and separate planning time each day honors teachers' time. Allowing them to do what they need to do — design learning and instruction for their students — shows you understand how important their work is.

Why do teachers need to be appreciated? ›

There are lots of reasons to be thankful for teachers: their support, their kindness, their ability to teach kids, and of course, their dedication. In fact, not everyone is aware of the more unusual efforts teachers make for their students.

What is the heartwarming message for teachers Day? ›

I feel so blessed to have a teacher like you who not only pushes me towards achieving my goal but also supports me in every step. Today I celebrate you for being selfless, devoted, hardworking, and the wisest person in the classroom. I am grateful to be your student. Happy Teacher's Day!

What are some encouraging words for teachers on teachers Day? ›

25 Inspirational Quotes for Teachers
  • I cannot teach anybody anything; I can only make them think. ...
  • Tell me and I forget. ...
  • Teaching is the greatest act of optimism. ...
  • If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.
Jul 17, 2018

What do teachers want to hear? ›

Engagement, focus, relevance, and a desire to learn—these are things teachers love to hear about their students experiencing.

What is an emotional quote about teacher? ›

Best Teacher Appreciation Quotes
  • “A teacher affects eternity; he can never tell where his influence stops.”- Henry Brooks Adams.
  • “One child, one teacher, one book, one pen can change the world.” – Malala Yousafzai.
  • “If you can read this, thank a teacher.”- American Proverb.
Mar 14, 2023

How do teachers create positive emotions? ›

Here are some suggestions for things you can do:
  • Help students to find the 'silver lining' in what they otherwise see as a negative experience.
  • Provide positive feedback to students when they use positive emotions such as optimism, pride and compassion.
  • Use examples from topics that make students feel confident.

What are 3 basic emotional needs? ›

Those needs are Autonomy, Competence and Relatedness: 1) Competence – need to feel like we've done a good job. 2) Autonomy – need to feel like we have control over what we do. Relatedness – need to have meaningful relationships and interactions with other people).

What are the 4 basic emotional needs? ›

There are four basic needs: The need for Attachment; the need for Control/Orientation; the need for Pleasure/Avoidance of Pain; and the need for Self-Enhancement.

What are the 9 basic emotional needs? ›

The nine emotional needs are: security, volition, attention, emotional connection, connection to the community, privacy, a sense of status, a sense of achievement, and meaning.

What teachers can do to support positive social and emotional development? ›

Teachers can intentionally support children's social and emotional health by using children's books, planning activities, coaching on the spot, giving effective praise, modeling appropriate behaviors, and providing cues.

What can a teacher do to make his her classroom emotionally safe? ›

You should carve out time every week for ice breakers and open discussions for students to get to know each other.
  • Incorporate Music. ...
  • Smile Often. ...
  • Create Supportive Classroom Environments. ...
  • Stay Calm. ...
  • Respect Differences. ...
  • Respect Their Space. ...
  • Make Mistakes a Learning Opportunity.
Feb 24, 2022

What can teachers do to support the emotional and social needs of children through drama? ›

Non-verbal instructions in drama sessions are often preferable. They can help to create a calm, attentive environment. Teaching children the difference between 'showing' and 'telling' is really important. For this, a game similar to 'Simon Says' can be used.

What support can be provided to improve emotional wellbeing? ›

Lifestyle factors – regular exercise, eating a healthy diet, getting enough good quality sleep, managing your stress and limiting your use of alcohol and drugs are practical things you can do to improve your physical, emotional and mental health.

How do you stimulate emotional development? ›

Promoting Social-Emotional Development in Your Child
  1. Love your child and show your affection for them. ...
  2. Encourage your child to try new things. ...
  3. Give your child opportunities to play with other children their age. ...
  4. Show your feelings. ...
  5. Establish daily routines. ...
  6. Acknowledge your child's feelings.
Feb 27, 2015

How do you promote positive emotional coping strategies? ›

What are some common coping strategies?
  1. Lower your expectations.
  2. Ask others to help or assist you.
  3. Take responsibility for the situation.
  4. Engage in problem solving.
  5. Maintain emotionally supportive relationships.
  6. Maintain emotional composure or, alternatively, expressing distressing emotions.
Nov 24, 2020

What makes a teacher happy? ›

Caring, positive student-teacher relationships boost student engagement, motivation, and achievement and have a positive effect on teacher motivation, effort, and teaching quality. Meaningful relationships also provide a sense of well-being, and student and teacher well-being are inextricably linked.

How do you bond with teachers? ›

You can do lots of things to get a good connection going with your teacher. First, do the obvious stuff: show up for class on time, with all assignments completed. Be alert, be respectful, and ask questions. Show an interest in the subject.

How can I be a teacher's favorite? ›

Ask questions, participate in classroom discussions, and go above and beyond in the class. If you're really struggling to understand the subject, stay after class and ask for more help. Also, be helpful if your teacher ever needs it, and be willing to tutor other students who might need help.

How parents can support teachers? ›

Create Healthy Habits

Ensure that you speak respectfully about your child's teachers, teach them manners, and enforce routines. Hold your child accountable for their actions. The actions that they see at home reflect in the classroom.

How can principals support new teachers? ›

Connected conversations: One of the most powerful things an administrator can do for their new teachers is to assure them that they're on the same team, and one way to do this is to create opportunities for teachers to reflect on their growth and areas for improvement through casual conversations.

What do teachers love the most? ›

Thoughtful notes.

Teachers love sincere messages of thanks and appreciation. One teacher says, “I love notes from students and parents. I keep them in a folder so I can read them when I have a difficult day. They help keep me positive.”

What is the greatest joy to a teacher? ›

The joys of teaching
  • to witness the diversity of growth in young people, and their joy in learning.
  • to encourage lifelong learning—both for yourself and for others.
  • to experience the challenge of devising and doing interesting, exciting activities for the young.

How do you give gratitude to a teacher? ›

My gratitude to you for all you have done, which I will never forget. I truly appreciate you and your time you spent helping me in many occasions. Thank you very much for the course. I enjoyed every minute of your lecture as well as your marvelous sense of humor.

How do you build positive relationships with teachers? ›

Students: Tips for Cultivating Teacher Relationships
  1. Show Courtesy and Respect – and Add Some Enthusiasm! ...
  2. Approach Your Teachers Outside of the Classroom. ...
  3. Demonstrate Initiative. ...
  4. Update Your Teachers on Your Plans and Goals. ...
  5. Choose Teachers for Letters of Recommendation Carefully. ...
  6. Ask for Letters of Recommendation Early!

What is the best way to impress your teacher? ›

Show a positive attitude about the class. Ask relevant questions. Participate in discussions. Arrive in class on time.

What do I do when I like my teacher? ›

Distract yourself with extra-curricular activities.

Take the time and energy you previously spent lusting after your teacher and put it towards something productive. Also try to get out and find some new people to spend time with to get your mind off them. The only power you have in the situation is to move forward.

How do you know if you're the teacher's favorite? ›

Still, the basic signs that you're the teachers favourite is that he/she looks at you most of the time. Along with that, you're mostly asked to answer the questions she asks OR if you raise your hand, she's bound to choose you over the other students.

How can teachers be nice to students? ›

Caring teachers...
  • Show interest in students' welfare.
  • Respect students' perspectives.
  • Tell students they can succeed.
  • Know students' academic and social needs.
  • Recognize students' academic and social achievements.


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