10 Common Mistakes Teachers Make While Teaching

10 Common Mistakes Teachers Make While Teaching


Only the determined and leading work of the teachers will help the intentions of the policies drawn become an effective fact. Educational practices cannot be transformed and thus ensure that children know what they should know, without the consolidation of school institutions and without the active presence of teachers. Why the emphasis on the teacher? We cannot ignore that throughout the history of pedagogy, he (she) has been the subject that has put into practice great pedagogical premises. He has always played an essential role. Historically, it has gained a place where it has been a facilitator of the construction of knowledge and mediator in the consolidation of relationships.

In the current era, when we face the demands of globalization, worrying about generating an attitude towards learning implies, in turn, fostering the structuring of essential competencies to function in the world of practical life. These competencies are referred to the domain of scientific knowledge: knowing how science thinks and how it can be created from it; to the appropriation of labor competencies, to respond technically and technologically to the new production requirements; and to the construction of citizen competencies that allow us to live together in the midst of respect and otherness. But these are not the only actions that a teacher can perform: his presence serves as a reference for the configuration of identities. Teaching if not taken seriously may result in students taking help from assignment writing service.

1. Hearing is not the same as listening

To listen to the students is to listen to what they are saying, to listen is to understand what they are saying. Many times, we hear what they tell us, but we never pay enough attention because we are more concerned with our problems or what is happening around us. It is necessary to learn to listen actively, have the ability to empty your mind and give your time to those who are addressing you.

2. Value the result more than the process

Very common mistake among teachers: consider that the exam is everything, the only evidence of the teaching-learning process. The important thing as teachers is to supervise that the student learns not only at the end of a course or an exam but throughout the entire course. The real value is that they assimilate and retain knowledge, not a qualification.

3. Foster perfection and not excellence

When the exam is king, perfection becomes the goal of any learning. However, it is now understood that excellence is much more important than perfection because it affects the process more than the result.

4. Avoid conflicts

The conflicts themselves are not bad, despite the negative connotation that the term implies. What it is about is to transform the conflict into a positive conflict, that is, to make our students understand that a person is not measured by the conflicts or their mistakes but by how they behave and overcome those moments of crisis. It is also a good teaching moment because children can learn the value of dialogue, tolerance and conflict resolution.

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5. Silence is order and discipline

To teach, silence is essential. There is a phrase commonly used for traditional and unidirectional teaching (the teacher speaks, the student listens) is basic. Today, we cannot continue with this type of teaching, as teachers we must adapt to the new generations, their spirit of freedom and great criticism. Yes, there will be moments where silence is necessary (because it is always a sign of respect to those who are speaking), but there must also be moments for debate and critical spirit.

6. Be nice instead of empathic

An easy way to approach and create bonds of trust with students is through sympathy and humor. Without a doubt, it is a great tool to win student approval, to always have an answer to end any conflict, etc. But we must remember that sympathy is a solution that focuses on dodging conflict, while empathy is centered on the person, it is a solution that does not judge but understands.

7. Explaining is not the same as teaching

It is inevitable that, when you begin to practice as a teacher, the terms explain and teach are confused. A good class is identified when there is a balance between explanations and demonstrations, between transmitting knowledge and causing knowledge to arise from the student himself. It is more important for the child to learn, to learn only knowledge.

8. Ask closed questions

Sometimes to make our job easier, we ask simple questions that only have one correct answer, questions that do not generate options and that did not seek dialogue. If something we must learn is that open questions, those that incite doubt, questioning and reflection are much more effective in the learning process because they affect the emotional and invite feedback.

9. Sanction instead of mediating

In the event of a conflict in the classroom, the fastest and most immediate option is the sanction. However, the sanction lacks dialogue, so mediation is a much more effective method because it has a restorative effect. It is important that our students learn this skill because it will be very useful throughout their personal and professional life.

10. Focus only on intellectual intelligence, never on emotional intelligence

Traditional education is a linear education in which there is only time to work concepts and procedures. If, on the other hand, we give importance to emotions, we can rethink the way in which they are taught in the classroom, transform the academic curriculum and link it to promoting emotional competencies.

Over the years a difference has been made in the development of children. In the 80s and 90s, the little ones played in the company of their friends from the neighborhood to spinning tops, hopscotch or using the imagination to convert boxes into houses or rockets, while with the new millennium other customs and a more accelerated development arrived. Toys are more evolved, with more functions, to perform individual activities rather than in the company.

Today, before two years of age, children have already been in contact with a smartphone or a tablet. Thus, with this change in the environment, it has become necessary to use teaching methods for children to develop their skills, through playful learning, based on their discovery and experience that, as an individual, perceives the favorable and ecological environment that surrounds it.


Circumscribing ourselves specifically at the initial level, we consider the CBC proposal to be very valid as a general guideline that provides containment and guidance to educational work; but not as the document to be respected in its entirety. We believe that it is necessary to take into account those aspects that are real demands of children from their childish logic and from their social reality in which they are immersed. We also believe that by working specific content we are starting; in the child; the development of competencies in school: “… understand communication, social, technological and ecological processes; think strategically, plan and respond creatively to changing demands; identify, define, and solve problems while formulating alternatives, solutions and evaluating results; understanding information; mastering the skills required for driving, teamwork and collective action, organize and plan the ongoing training itself and sustain a predisposition to adapt to continuous changes … “(WORLD CONFERENCE OF EDUCATION FOR ALL ORGANIZED BY UNESCO AND UNICEF -Jomtien, Thailand March 1990-)