When I set a goal, I present the result. For example, happy students who enjoy geometry. I come to class to convince kids that geometry is cool. I am not a missionary saving natives from imminent fiery hell, I am a person with a view of the world. I talk about my views and express considerations in their favor, and the right of the students is to agree or refuse the proposal. But it would be cool if they agreed.
If suddenly the students do not share your ideals, you are unlikely to be offended by them. Are we not offended by people who do not share our hobbies? Perhaps we will try to show what they are losing, but we are certainly not offended. If I help my students to effectively write a written work and with the help of Bidforwriting I offer them the rules for writing a written work and they do not want to use it, then I show them what they refuse. Thus, I give them material and their task is to accept this material or refuse.
The teacher's fixed mindset
Carol Dweck, in her book Mind Flexible, identifies two types of people: the growth mindset and the fixed mindset. People with a fixed mindset believe that a person's success depends on talent. If there is little talent, then you will not jump above your head. People with a development mindset believe that any skill can be developed. If you develop writing skills, then you definitely need to use help writing a paper to effectively develop writing skills.People with a fixed mindset are afraid of making mistakes in case everyone thinks they have no talent. People with a growth mindset do not shy away from failure. For them, failure is another experience with which you can become better.
When I came to school, I had a fixed mindset. I judged myself all the time. I got almost nothing. I remember that after each lesson I would leave empty-handed and with the feeling that I was a bad teacher. On the contrary, a successful lesson inspired me until the next failure. The fall from euphoria to despondency only got worse. A simple thing saved me: teachers have a lot of lessons. And so the next day, I already took everything I needed to help me write essays from https://bidforwriting.com/essay-corrector and this allowed me not only to check homework, but also to know what to teach my students. This is how I learned to teach what my students need.
To date, I have had so many lessons that I have long understood that bad lessons will be followed by good ones in any case, and good ones by bad ones. It will be so no matter what I do. I don't know people who don't make mistakes. But even if such people exist, does this make a mistake abnormal? The profession of a teacher is very difficult and the margin for error is boundless.
I can only work to reduce the percentage of bad lessons. A bad lesson doesn't make me a bad teacher. A bad lesson is just a bad lesson
Of course, there is nothing pleasant about them. But today, for me, an unsuccessful lesson is an impetus to development, and not a reason to give up. A good one is a signal that I'm on the right track.