Talking To Middle School Teachers

Plan Ahead for a 5 Minute Conversation, Ask Specific Questions

© Joe Bruzzese

Asking teachers for help in middle school can be easy to do. Middle schoolers, practice using these 3 steps to talking with teachers about your questions and concerns.

Have your ever noticed that talking with teachers is sometimes difficult to do? For middle school students the challenge becomes even greater given the number of classes that occur each day and the minimal amount of passing time students have to move to their next class. When is the best time to catch a teacher with an important question or concern?

Set the Stage

Often times, teachers will arrive early in the morning or remain in their classes during lunch or after school. Either of these times gives you an opportunity to have their undivided attention for a few minutes. Email and phone calls are other ways to communicate questions or concerns; however, having the face-to-face conversation minimizes the possibility of misunderstandings that email messages and phone calls can trigger.

Prepare for Progress

With a potential time slot on the schedule, think about what you want to ask and the information you hope to receive. Do you have a question about something you are learning and don't understand? If so, come prepared with specific questions about the content. A statement like, "I don't understand any of this," doesn't help your teacher understand where you need assistance. If homework is the challenge, bring specific questions or problems you don't understand. Questions about tests should be focused on learning the information you missed rather than making a plea for a better grade; unless you are concerned that your test was graded incorrectly.

Untapped Resources

Read more about talking with middle school teachers here.


The copyright of the article Talking To Middle School Teachers in Middle School Life is owned by Joe Bruzzese. Permission to republish Talking To Middle School Teachers must be granted by the author in writing.




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