"That's boring"

Hello everyone,

I hate it when my students say I'm boring. I hate it when they use any of the variations of that: "I'm bored," "This is boring," "This is bored [from LEP students occasionally]," "I hate this subject."

Apart from the feelings of being personally assaulted, there is always the confusion of just exactly what the students mean when they say it. Are they tired? Do they know the subject already? Do they lack the cognitive ability to understand abstract concepts? Do they lack the background information necessary to understand the material? Am I using enough vocal variety? Am I varying the activities enough? Do they have ADHD? Do they have ADD? Are they addicted to video games or porn? Do they have distracting problems at home? Is my lesson plan confusing? Are they angry at me for something, and are they trying to get back at me by saying the one thing I hate the most? Is the subject boring? Is the subject too easy? Is the subject too hard?

You can't treat the subject of student boredom as a disease when it is really a symptom of a multitude of possible diseases. You also can't ignore that you might be the disease. (That hurts.) Nor can you ignore the symptoms, whatever the disease is. If a student is bored, then something is going on that you need to consider correcting if you can.

You must use formative assessments to find the reason. I suggest starting with the most common problems: the subject is too easy or too hard. A dialog in an English class might go like this:
STUDENT: I'm bored.
TEACHER: (strongly resisting the urge to say something sarcastic) I'm sorry. Did you finish reading?
STUDENT: Yeah, a long time ago.
TEACHER: What did you think of [insert a passage].
STUDENT: It's stupid because [student gives a response that shows understanding].

It's likely the material was too easy for the student. If the rest of the class is behind, let the student either be bored or work on something else. It might be very useful to have the student tutor others, after praising the student's abilities:

TEACHER: Wow, I can see why you're bored. This is too easy for you. Listen, would you be willing to help the others?

An alternate conversation could go like this, picking up after, "Did you finish reading?"
STUDENT: I hate reading.
TEACHER: I'm sorry. Did you finish?
STUDENT: Pretty much.
TEACHER: What did you think of [insert a passage].
STUDENT: [Cannot answer coherently or tries a distracting strategy.]

If the rest of the class is showing the same symptoms, you've likely chosen something that is too difficult for the level of independent study you have them working on. Take them back to guided group practice. (You may have to read aloud and explain as you go along, which will bore some of them, but will provide the needed background.)

If you're teaching grammar and a student says, "This is boring," you don't need to do any formative assessment. Grammar really is boring. You may find it more successful if you break it up into smaller chunks or use games to teach it. I would explain that I understood that it could be boring, but it was necessary.

If you find that the student has personal problems, such as a learning or behavioral disability, family problems, lack of sleep, or a drug problem, then the boredom is just a symptom of something you need to get help with to deal with.

If you find that your vocal patterns are boring, then change your vocal patterns. (Avoid droning; beware of digressions; watch out for repeating yourself; shun "uh.") If your lesson plans are disorganized, organize them. If you're teaching to one modality, vary your teaching (bring something in for the visual and kinesthetic learners, for example).

Above all, don't take it personally. Even if it's personal.

Jeff Combe