How to Become the Teacher's Pet

Who reading this has never sneered and jeered at the "teacher's pet," boss' "golden child," or coach's favorite player? If you have, it's time for you to realize the wonders and benefits of becoming that person. If you have not, you probably are that person, and do a variety of things, consciously or unconsciously to become that person. However, not all people can be the benefactors of natural attributes that authority figures typically have an affinity for. If you are not blessed with disarming charm, uncanny wit, uncommon intellect, or an appealing appearance, this sequence of behaviors will take you to a new level of favor with your teachers, or other authority figures, that no amount of brown-nosing or apple-related gifts could ever afford you. Keep two things in mind: First, the title and article focus on becoming the "teacher's pet," but these techniques can be used and adapted for any authority figure. Secondly, these tips are listed in specific, chronological order, and should be applied in a like manner. If you choose to use these none-sequentially, results may vary.

Eye Contact
Teachers start preaching "active listening" in about grade one, but most of the time it just does not stick. Starting in grade two and running through collegiate level classes the primary component of active listening, which is eye contact, truly becomes a lost art. In most high school classes, I would guess that not even half the students in a class make eye contact with the teacher regularly, and only a fraction of those students will make it continually. As soon as you start to practice maintaining eye contact with the teacher, you will notice them looking back. Show your interest in the class by engaging the teacher, and I promise they will return the favor by seemingly speaking directly at you for larger portions of class time.

Participation
As a general rule, very few teachers choose the profession because of the money-earning potential. Instead, teachers must gain their gratification in other ways, such as the satisfaction of knowing they their students are learning from them. Just as eye contact pleases them because they know you are interested in what they have to say, participating shows them that you are learning, or want to learn- it is their "pay-off." Basically, there are three types of in-class participation: questions, answers, and comments.

I will start with questions because it seems to be a popular participation role. You need to make certain that you are asking the right type of questions. Whoever coined the phrase, "There's no such thing as a stupid question," was desperately trying to rationalize his or her way out of coming across as, well, stupid. There are many types of stupid questions, namely, the question that the teacher answered thirty seconds before, and the infinitely-long list of "what if" questions. Extensive hypothetical questions about a homework assignment, for instance, annoy fellow students, and the teacher- so do not go that direction. Of course, ask questions when you are confused, but those will not get you far with the teacher. The questions the teacher will actually appreciate you asking are the ones that inquire beyond the pages of the textbooks and enhance their lecture.

For answers, there are two types that will score well with the teacher- the right answer, and the funny answer. Humor falls into a category that requires a discretionary decision before actually employing it in the classroom. Some teachers prefer to make all the jokes in a class, or prefer no jokes at all. Most teachers enjoy the humor because it makes their class more interesting for them and the students. Bearing that in mind, one funny answer or comment to every four or five serious ones is probably a good rule. Also, with serious comments and answers you can be a little more liberal. Giving the wrong answer or making a comment that is a bit off is usually still applauded by the teacher because you are willing to take that risk. Asking the wrong question is a little more costly to your quest.

Class Work
This would seemingly be a "no-brainer" for most people, but it apparently is not. Especially in the beginning of the term, while you are establishing yourself above all of the other students in the teacher's list of favoritism, you need to do all of your assignments and score well on your tests. All of your in class efforts to pay attention and participate will go for naught if you do not show the teacher you are similarly dedicated outside of class. Focus on getting everything done on time for the first half of a term, and in the second half of the term you are likely to find you have a teacher who is more "flexible" if an assignment or two is trickling in late, or not at all.

Show Your Vested Interest
I think the teachers that have been most fond of me over the years, are actually the teachers that other students would have at some point thought hated me. This is because I challenged those teachers, sometimes publicly, sometimes privately. Challenging a teacher is the second technique that falls into the discretionary category. If you challenge a teacher who is in the career for personal glory and the self-pride associated with being in the spotlight, you will more than likely sabotage your reputation with that teacher. But, to a teacher that cares about their students' well-being and success, nothing shows them you care more about their class than a willingness to stick your neck out and confront them on a mistake they made. A mistake the teacher makes during a class is an appropriate one to point out at that time. Some slightly larger issues are better to point out in a private discussion, or email. For instance...

If a large portion of a class fails a test, the best teachers will realize they are partially responsible. Other teachers might need a small reminder that typically, group failure means the shortcomings are equal parts teacher and students'.

...This sort of reminder would probably be best served privately. For this type of action to be viewed positively, it probably needs to come after the teacher is familiar with you, and already has an overall positive impression of you. However, this offers you perhaps the best chance to show yourself as a genuine person, which will separate you from phony suck-ups.

Now that you have added a few new tools to your arsenal of ways to appeal to your teachers, go out and put them to use. While I can guarantee these techniques have been affective for me in the past, only actually using them can show you exactly what is successful for you. I have given you the basic ingredients to successfully becoming the teacher's pet, now it is time for you to perfect your recipe.