Some classes really feel like an endless nightmare. The mind doesn't work, sleep takes place and the content goes down the drain along with your willingness to study. There is no escape, everyone at some point in life has gone through these unwanted situations, even more so when the subject completely escapes his interest and the teacher simply does not change the teaching methodology that is already out of date for years.
It may seem like there's no way around it, that there's no chance of you feeling stimulated and increasing your income, but it's time to change that view and reverse the game. Moving the pieces of the game can be the solution to this problem, even if you are responsible for this task yourself.
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Think about it: everyone will win if new attitudes are adopted by educators, so try to detect them and spread them everywhere your teachers circulate, without moderation. To help you, here are seven common problems with boring classes, followed by their respective solutions:
1 – Conduct constant readings in the classroom
Studying is no longer an easy task, but listening to the professor with his enormous readings can make everything even worse. Of course, it will generate enormous complacency and extreme drowsiness on the part of the student. Useful devices, such as the slide projector or printed texts, will only have positive effects if they are used in moderation. When the teacher focuses his attention on what is written, that is, he spends the entire class reading the contents, it loses dynamism, the possibility of interaction and still opens up gaps for questions like: “Do I really need an instructor to teach me this? Wouldn't reading a few books in the comfort of my own home be enough?” Observe the behavior of your students. The sequence of yawns that permeate the room when they are forced to stay in standby mode is inevitable, until the professor stops reading the slides or apparently uninteresting texts.
Solution: Are you going to present slides? So choose to cite simple topics with a few keywords and try to develop them orally. If you prefer to use printed texts, try to interrupt from time to time, preferably every two paragraphs. During the breaks, take the opportunity to make comments or contextualize the topic addressed.
2 – Ignore the clutter
When the room is in total disarray, there is no point in disguising the problem and continuing to deliver the contents as normal. The students will notice the teacher's lack of posture and, consequently, belittle his seriousness. The conversations will multiply and the concentration of the group will go to space.
Solution: If some students are not interested in collaborating with the class, make some interruptions to get their attention. Remember that many others may be willing to learn but fail to increase productivity in class.
3 – Wrap the student
It is true that interdisciplinarity enriches the class, but when used incorrectly or even exaggeratedly, it can generate enormous wear and tear on the part of students. This is because, when addressing 
certain theme, some teachers start to travel in the examples and end up getting lost in the explanation. Students feel wrapped up and find themselves in the middle of a cycle of improvisation.
Solution: In order not to get lost in the middle of so much content, make some schemes in advance for the classes, either through writing on paper, topics on slides, or even in mental records. Have complete clarity and security on the topic that will be addressed, as this will increase the credibility and interest of the student.
4 – Spending unnecessary exercises
If the goal is to keep the student busy, let it be with activities that contribute to their training. It is visible when the teacher invents some activity just to pass the time or even to complete another obligation. Believe me: this makes class boring. Students become impatient and feel infantilized in the face of the situation.
Solution: Are you going to show an activity? Be sure of its importance to students. Make them understand why you have to do that, as this will motivate them to complete them without question.
5 – Pay attention only to some students
It may seem impossible to give attention to so many students in a classroom, but that's the way it is. It is not possible to prioritize dialogues with only some students or specific groups. Those who are left out of the conversation are likely to feel left out and unmotivated to attend classes. Don't leave them with the function of spectators.
Solution: If some students ask very specific questions that are not of interest to the whole class, teachers should answer them briefly or ask the student to write it down and refer to it at another time, preferably at the end of the class. Thus, you will not lose focus on the content being applied.
6 – Force all students to speak in a debate
When a teacher wants to stimulate the class in a debate, they usually require the participation of all students. It may seem smart, but this typical attitude of the well-intentioned can generate an exaggeration of opinions without much significance. Some students feel irritated with this outdated methodology and soon dismiss the teacher's stance, as those who are really interested want more productive discussions and those who are not very willing to contribute to the approach feel in a get out just
Solution: Are you going to hold a debate? Then invite all students to participate and contribute their opinion. Do not impose speech as an obligation, as this may inhibit them.
7 – Exaggerate in the use of formal language
The excessive use of technical language, typical of professors in the areas of Law or Biological Sciences, can be very annoying when applied in the classroom. This can discourage student learning when they are not adapted to using them. Simple contents can become mere aberrations of nature, in addition to giving the impression that the teacher just wants to show off.
Solution: Try to be clear and objective when approaching any subject. When planning lessons, set aside a period to select simple words that are easy to understand, even when explaining complex realities. This does not mean that the teacher should abandon the technical language, acquired with a lot of study, but, orally, it is preferable to communicate more punctually.
