3 Classroom Habits That Make Students Want to Facepalm (and How Teachers Can Fix Them)
We’ve all had those moments in class where a teacher’s habit made us silently groan, stare at the clock, or daydream about lunch. While most educators work tirelessly to support their students, certain recurring behaviors can unintentionally drain motivation or create frustration. Having spent years in classrooms—both as a student and an observer—I’ve noticed three common teacher habits that consistently make students want to scream into their backpacks. Let’s unpack these pain points and explore practical solutions to turn them around.
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1. The “Mystery Grading” System
Picture this: You spend hours researching, writing, and polishing an essay, only to receive it back with a vague “B+” scribbled at the top and zero notes explaining why. Was it your thesis? Your citations? The font size? Who knows!
Teachers often underestimate how discouraging it feels to receive work without actionable feedback. A grade alone doesn’t help students grow—it just leaves them guessing. This habit becomes even more baffling when rubrics or grading criteria aren’t shared beforehand. Students end up feeling like they’re navigating a maze blindfolded, unsure of what success looks like.
The fix: Transparency is key. Providing a clear rubric at the start of an assignment eliminates confusion. Even better: Pair grades with specific, constructive comments. For example, instead of writing “Needs improvement,” try, “Your analysis of the historical context was strong, but adding more primary sources would strengthen your argument.” Small tweaks like this empower students to learn from mistakes rather than dread them.
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2. Playing Favorites (Even If Unintentionally)
We’ve all seen it—the student who gets called on every time they raise their hand, while others sit with arms stretched toward the ceiling, slowly deflating. Or the class clown who somehow never faces consequences for disruptions that would land others in detention.
Teachers might not realize they’re doing this, but students notice patterns of favoritism instantly. It breeds resentment, stifles participation, and sends a message that effort doesn’t matter if you’re not the “chosen one.” Worse, it can make quieter students feel invisible, causing them to disengage entirely.
The fix: Self-awareness is the first step. Recording a class session or asking a colleague to observe teaching habits can reveal unconscious biases. Tools like randomized name generators for calling on students ensure everyone gets a fair shot. Acknowledging and apologizing for slip-ups (“Hey, I realize I’ve been skipping the back row—let’s hear from Jamie next!”) also builds trust. Consistency in enforcing rules, regardless of who’s involved, reinforces fairness.
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3. The “Do as I Say, Not as I Do” Double Standard
Nothing kills credibility faster than a teacher who scrolls through their phone during group work but confiscates a student’s device for glancing at a text. Or one who lectures about deadlines but takes weeks to return graded assignments.
Students are hyper-aware of hypocrisy. When educators don’t model the behavior they expect, it creates a “rules for thee, not for me” dynamic that undermines respect. It also makes lessons about responsibility or time management feel hollow.
The fix: Teachers don’t need to be perfect—they just need to be accountable. If a grading delay happens, a quick “I’m sorry this took longer than expected; I’ll get these back to you by Friday” shows humility. Similarly, putting phones away during class (unless used for an activity) sets a shared standard. Sharing occasional stories about overcoming personal challenges—like time management struggles—can humanize educators and make expectations feel more collaborative.
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Building Bridges, Not Eye-Rolls
Let’s be clear: Teaching is one of the toughest jobs out there. Educators juggle endless responsibilities, and no one expects them to be flawless. However, addressing these three pain points can transform classroom dynamics from frustrating to productive.
For students, speaking up respectfully when habits bother them is equally important (“Mr. Patel, could you share the rubric for this project?”). For teachers, embracing feedback as a tool for growth—not criticism—creates a culture where everyone thrives. After all, the best classrooms aren’t about avoiding pet peeves; they’re about building mutual respect and a love for learning. Even when that learning occasionally involves a facepalm or two.
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