Do you like going to school: What to Do if You Don’t Like School (for Kids)

What to Do if You Don’t Like School (for Kids)

“I hate school, and I’m not going back!”

Have you ever had that thought? Lots of kids do. Usually this feeling doesn’t last long. But what happens if you feel this way too much? School is a fact of life, and getting an education can help you build the kind of future life you want.

So let’s talk about school and what to do when you don’t like it.

Signs of School Stress

When you worry about school, it can affect your body. A kid who feels stressed about school might have headaches or stomachaches. You might feel “butterflies” or like you have to throw up.

Having trouble sleeping is also a sign of stress. And if you’re not getting enough sleep, you probably feel grouchy and tired during the day. Feeling tired can make your school day seem even worse.

If you’re stressed out, you might have a hard time making decisions. In the morning, you can’t decide what to eat, what to wear, or what to pack for lunch. You don’t want to go to school, so you put off getting your stuff together. And now you’re not prepared to go to school, and you’ve just missed the bus — again! Staying home may seem like a good choice, but it just makes it harder to go to school the next day.

Why Do Some Kids Dislike School?

If you don’t like school, the first step is finding out why. You might not like school because a bully is bothering you, or because a kid you don’t like wants to hang around with you. Or maybe you don’t get along with your teacher. You might feel different or worry that you don’t have enough friends.

Sometimes it’s a problem with your classes and schoolwork. Maybe the work is too easy and you get bored. Or maybe the work is too hard, or you don’t feel as smart as the other kids. Reading or math may be difficult for you, but you’re expected to do a lot of it. You may be getting farther and farther behind, and it may seem like you’ll never catch up. Maybe you’re dealing with worries, stress, or problems that make it hard to concentrate on schoolwork.

When you stop to think about why you don’t like school, you can start taking steps to make things better.

Page 1

Finding Help

It’s a good idea to talk to someone about your problems with school. Your mom, dad, relative, teacher, or school counselor will be able to help you. It’s especially important to tell an adult if the problem is that you’re being bullied or someone hurts you physically.

Another good idea is to write down your feelings about school in a journal. You can use a journal or diary or just write in an ordinary notebook. It’s a great way to let out emotions that may be stuck inside you. And you don’t have to share what you’ve written with others.

If you feel disorganized or like you can’t keep up with your schoolwork, your teachers and school counselors want to help. Teachers want and expect you to ask for help when you have trouble learning. If all of your subjects seem really hard, a school counselor can help you sort things out. Special help with schoolwork is available if you need it.

Try not to let the problems go on too long. It’s easier to catch up on one chapter than the whole book!

Feeling Better About School

The next time you find yourself disliking school, try this:

• First, write down everything you don’t like about school.
• Then make a list of the good things you enjoy (even if it’s only recess and lunch, that’s a start!).

Now, what can you change on the “don’t like” list? Would remembering to do your homework help you feel more confident if you’re called on in class? Can you get help with schoolwork that’s hard? Who can you talk to about a worry or problem you’re dealing with? Could you find a way to show off your special interests and talents? If you made just one new friend, would you feel less alone? If you helped someone else feel less alone, would you feel even better? Which activities could you try that would help you meet new friends?

Of course, you might not be able to change everything on your “don’t like” list. A bully may not simply disappear. Reading may always be a challenge. But that’s OK. Focus on what you can change and you might be able to put the cool back in school!

Reviewed by: Kathryn Hoffses, PhD

Date reviewed: July 2018

Why Should I Go To School? 20 Reasons To Learn In A Changing World

45.9k

Views

FacebookTwitterSubscribe

by Terry Heick

“Why should I go to school?” 

That’s a frequently asked question that’s rarely given serious attention, much less a credible answer that makes sense to children. I’m going to talk about possible answers, though not in a way that will likely resonate much with students–but maybe some will.

This is partly about the purpose of school in its current form and partly about what sorts of purposes might be in-demand in a quickly-changing world. For many students, reasons to go to school might look something like this:

To learn

To learn to read and write

To be able to count and ‘balance a checkbook’

To get good grades

To make friends

To play sports

To get into ‘college’

To learn a skill or trade

To get a job

Sometimes, students may get philosophical and answer:

To learn about and improve myself

To find out who I am

To prepare for the future

But none of these responses are nearly accurate or robust enough to meet the requirements of a quickly-changing world grappling with new challenges in technology, sociocultural values, climate change, and the threat of ‘places’ in the face of ‘globalization. ’

Before I delve into the abstractions below, let’s get a simple answer in student-friendly language for why students should go to school (assuming that they’re not ‘homeschooled’ or are otherwise directing their own learning somehow and assuming such a school is their only choice).

Why should you go to school? You should go to school to learn all the things you don’t know. Then, by learning some of them, you can learn which of the rest you suspect might value for you considering your place, path, and experience.

That is, what’s worth knowing for you.  

What’s The Point Of Learning?

The world has always been connected–by climate and language and culture and war and resource-sharing and travel and so on. Technology isn’t new here but, alongside climate change and the growing prevalence of propaganda and disinformation, has changed the urgency and scale radically.

I’ve also written before about the characteristics of a good school as well as the purpose of school. I’ve also written about the concept of a ‘global curriculum.’ Scale and change matter, of course. Ideally, I’d think, learning should result in personal change and personal change should yield, in relative increments, social change. Some possible formulas to describe this idea:

Critical literacy x time = personal change

Personal change ‘squared’ (or x time) = social change

That’s not quite right but you get the idea. The capacity for change plus the need and or tendency to change, over time, ‘should’ yield that change. But what’s worth changing and why? Who gets to decide our collective direction as a culture and species–especially in an increasingly ‘global’ world (that’s also not at all truly ‘global’).

(This is all going to get more philosophical and nonsensical from here, so be prepared.)

Thinking carefully about the concept of ‘place’–especially in light of a connected planet–reveals some takeaways for learning that might be worth thinking about. The modern terms of education seem to be, on the surface, global–or at least borderless and ‘post-national.’ It is also more technology-based (and thus dehumanized in form but maybe not in effect) than ever before.

Public education is now, at least in form, post-racial and is certainly post-theological. It even hints at one day becoming post-gender as well. The days of the United States being dominated by Anglo-American, upper-class, heterosexual, cisgender, English-speaking human aesthetics are already firmly in the past–but they’re still fresh enough to be the social archetypes we look to as the norm in norm-reference.

In a post-local society–one where all ‘places’ aren’t necessarily anchored to a geographical location–other considerations matter: linguistics, social etiquette, cultural norms, and more. Travel is about movement and experience. At its best, it’s about coming to know another place. This is a kind of learning literacy–learning how to travel is learning how to learn.

Traveling to make things is one step closer to authentic contexts and understanding–requiring us to know another place while we create things for purposes hopefully human and real. Critical pedagogy–the process of teaching and learning that results in the ability and tendency to improve one’s place–takes us even closer to the fullest form of a modern education.

By working well in one’s place–wherever that may be–we’re using your knowledge free from the constraints of strangeness. You know all the shortcuts because you’ve lived there your whole life.

A hierarchy for the purposes of education, then, might look something like this, starting at the least ambitious form and progressing from there. Note, while it is my opinion that the reasons to learn given at the end of the list are better than the reasons to learn given at the beginning, all are ‘good reasons to learn’ and more or less adequate ‘purposes of school.’

Note, many of these depend on a curriculum based itself on a place–meaning this student in this place that needs to understand this in order to do this.  A curriculum that’s void of place is void of context and empty of meaning.

Why Should I Go To School? A Continuum For The Purpose Of A Modern School

1. Developing the ability to read and write well
2. Developing the tendency to read and write well
3. Developing academic knowledge to become ‘good at school’
4. Entirely mastering a given curriculum of study
5. Mastering and then applying academic and non-academic knowledge to live (e.g., to ‘get a job’–which is different than ‘doing good work’)
6. Gaining and using academic knowledge to do good work
7. The ability to expertly create your own ‘curriculum’–learning literacy–this being hugely superior to mastering a given curriculumDeveloping and nurturing your creative capacities
8. Developing the ability to think rationally and critically (to evaluate what you see and hear and read and separate truth from non-truths, for example)
9. Developing the tendency to think critically
10. Developing critical literacy (which requires both academic knowledge, creative expression, and critical thinking) in non-native places and developing critical literacy in one’s native place (e. g., protecting resources or rebalancing inequalities)
11. Developing the ability to think and feel with and alongside others
12. Developing and applying critical literacy (i.e., to do good work–helping people, restoring places, promoting equitable well-being, etc., which requires the ability to think and feel with and alongside others) in service of a given place and its people
13. Developing the ability to ask and think about ‘great questions’ through sustained inquiry and curiosity
14. Developing the ability to think (which requires critical literacy as well as the ability to ask great questions) and work with the people and places of a connected world
15. Developing the tendency to work well (which requires critical literacy, empathy, and affection) with the people and places of a connected world
16. Developing the cognitive capacity and thinking frameworks and mindsets (which requires wisdom) to wield all the available tools (including technology) and knowledge (including academic, vocational, technological, agrarian, cultural, etc. ) to work well in any place with any people in a way that serves the sustainability, quality, and history, and affections of those people and places
17. Learning what’s worth learning (for you, in your chosen place) by thinking critically and rationally
18. Knowing what to do with what you decided was worth learning
19. Developing and applying the critical capacity and tendency for doing what you decide is worth doing with what you decided was worth learning and knowing

Why Should I Go To School? 20 Reasons To Learn In A Changing World

Do you like going to school. Repetition of The Past Simple Tense

Lesson 4. English grade 5

In this lesson, students are asked to recall the use and formation of the Past Simple Tense. The video clip clearly shows the formation of verb forms in a given tense, their use in affirmative, negative and interrogative sentences. With the help of colouts (tools that help highlight information in a video clip), students’ attention is drawn to the necessary phenomena.

Summary of the lesson “Do you like going to school. Reviewing The Past Simple Tense”

The Past Simple Tense or past simple
time is used when we want to talk about what we did yesterday,
last week, last year.

To put a verb in The Past
Simple Tense we need to use its so-called second form, or
past form. In English, we briefly write V2. Here we need
remember that all English verbs are divisible by two large
groups: correct (regular) and incorrect (irregular). For
in order for us to put the regular verb (regular verb) in the past simple
time, we need to add the ending –ed to it. Look:

We listened to a song at
our English lesson. To
we added the ending – ed to the regular verb listen.

One more example: Tom
played basketball at PE. In this case, we added the ending to the regular verb play
past tense.

What happens to irregular verbs?
(irregular verbs?) Irregular verbs form their ‘Past Form’
not under rule . They need to be known by heart. We find their forms in the table
irregular verbs in the second column. It is signed Past.

Look:

Jim completed the task. Jim do the task.

Irregular verb ‘do’ is in
initial form. In order to use it correctly in The Past Simple
Tense we need its second form (Past Form). This is the form did .– Jim did the task.

We have to remember some
rules of adding –ed to the verbs. We need to remember the rules for adding
endings -ed.

Look and review.

If the verb ends in silent ‘e’
(that is, it is written but not read), then we add one letter ‘d’.

Recite – recited compose – composed

If our verb ends with the letter ‘y’ ,
which is preceded by a consonant, then, ‘y’ we change to the letter ‘I’
and only then add the ending – ed.

And finally:

Look: if the verb, for example, stop ends
to a consonant letter preceded by a short vowel sound, then we double
last consonant, and
only then we add the ending –ed.

Now let’s revise how we
build negative sentences.

Look: Tom studied Drama
at school. It`s an affirmative sentence (affirmative sentence). How many verbs are in this sentence? one.
And how much do we need, as a general rule, to form negative (negative)
and interrogative sentences? At least two. It’s about time
remember the helper verb or auxiliary verb The Past Simple Tense. it
verb did . We add to it in negative sentences
particle not . The short form didn’t . And only then we write the main
verb. Be attentive! The main verb is already in its initial form!

Look and compare:

Sasha studied in a
Russian school. Sasha didn’t study Drama at school.

Pay attention: ‘study’ is in its initial form, because
that the auxiliary verb ‘did’ appeared.

Now let’s speak about
interrogative sentences. Interrogative sentences.

Look: our auxiliary verb ‘did’ stands
before the subject (before the subject) and only then is the main verb in
initial form.

Look at Jack. Do you think he studied
theater lessons at school? Did Jack study Drama?

To answer this question briefly, we can use
also an auxiliary verb.

Look and revise:

Yes, he did.

And if not, then: No, he didn`t .

And now remember speech signals , that is
words that tell us when to use the past simple tense.

Look and revise:

And a year that has already ended, for example:
in nineteen eighty-six, in two thousand and twelve. – in 1986, in 2012.

That’s all the
information we had to revise.

Previous lesson 3
Schedule of lessons. Verbs-synonyms speak

Next lesson 5
Improvement of oral speech and listening skills. ‘there is, there are’ construction

Get a complete set of video tutorials, tests and presentations
English language 5 class

To add a comment, register or log in

Why do children really go to school?

27

May

2021

Views: 214

Reading time: n-minute(s)

Why does a child need school? Parents will answer: “To study!”, Teachers will say: “School provides the amount of knowledge necessary for adulthood. ” What will the children say? Why do they actually go to school? Children answer, experts of the iSmart educational platform comment.

• Marina, 8 years old: “Well, because mom says to see her friends too. I have two friends: Katya and Olya. With Olya I sit in mathematics, with Katya – in English, we have a lot of fun, we are like Winx fairies.

Irina, iSmart platform specialist:

“One of my friends mother is indignant at her son’s attitude to studies: “He seems to go to school not to study, but to have fun!” So that’s great! In the 21st century, the search for knowledge has ceased to be a problem; if you wish, you can learn the school curriculum with your child without even going to school. Among the users of our platform there are such examples. But what even the best Internet service cannot give a child is social skills. Children go to school to make friends, make friends and learn to work in a team, so if a child says that the main thing at school is friends, don’t be discouraged. Even chatting with friends in class, he learns. Yes, they won’t give a mark in the diary for social skills, but in life they will be very useful to him. ”

• Oleg, 10 years old: “Everyone has to go to school and learn. And I also like reading … (thinks), also, probably, because my mother works, and I can’t stay at home alone.

Olga, iSmart Platform Specialist :

“It seems like a very sad answer. But, firstly, Oleg likes the lessons of literary reading, which means that he has good contact with the teacher and a penchant for the subject, and secondly … adult life consists of duties. Children get used to them gradually, and the school plays an important role in realizing that there are things that need to be done, even if you want to stay at home. Mom works at work, and the work of the child is to study. Younger students often miss their parents at school, but they also become stronger, more resilient and get used to independence. ”

• Vlad, 9 years old: “I think school is needed to understand what you like. I like math, but not English, but maybe I’ll change my mind. At first I didn’t like the world around me either, but then I liked it. You don’t even need to learn – read and understood everything. And I liked mathematics when I already learned everything well and it became not difficult.

Maria, iSmart platform specialist:

“First of all, it’s hard not to notice Vlad’s mature attitude to learning. He does not deny the subject as a whole, but admits that the attitude towards it can change. It’s a very mature take on things, especially for such a young guy. Secondly, Vlad is absolutely right – the school gives the child the opportunity to determine what he likes and what not. Gradually studying the world and discovering its new facets, children determine their inclinations and future profession, acquire skills important for career development and become independent.