TIPSLIFEHACKS

A viral video of a former English teacher's dramatic exit has sparked a national conversation about classroom management and student responsibility. Now, in an exclusive interview, she's revealing the surprising – and often pathetic – excuses students gave for misusing technology in the classroom. Get ready to be shocked by the realities of modern education!

The video, which quickly gained millions of views across social media platforms, showed the teacher, identified as Sarah Matthews, walking out of her classroom while delivering a scathing critique of student behavior and the challenges of maintaining order in a technology-saturated learning environment. While the initial video left many viewers wanting more, Matthews has now provided further context and insight in a recent interview, detailing the specific incidents and justifications that led to her decision to leave.

“It wasn’t just one thing,” Matthews explained. “It was a constant stream of distractions and a lack of accountability. I tried everything – different lesson plans, classroom management techniques, even individual conversations with students – but nothing seemed to work. The technology was supposed to be a tool to enhance learning, but it became a weapon against it.”

One recurring excuse Matthews highlighted was the claim that students were “researching” or “working on a project” while secretly browsing social media, playing games, or watching videos. “They’d swear up and down they were doing something educational, but when I’d check their screens, it was clear they were completely off-task,” she said. “And the worst part was, they’d act offended when I called them out on it.”

Another common justification involved blaming technical difficulties. “’My Wi-Fi wasn’t working,’ or ‘The website wouldn’t load,’ were constant refrains,” Matthews recounted. “It was always something external preventing them from focusing on the lesson. It felt like they were looking for any excuse to avoid doing the work.”

Matthews also described instances where students attempted to deflect blame onto her, arguing that the lesson was “boring” or “irrelevant” – despite her efforts to make the material engaging and applicable to their lives. “They’d say, ‘This isn’t how we learn,’ or ‘This isn’t useful,’ without even attempting to participate,” she stated. “It was a complete lack of respect for the process of learning itself.”

The former teacher’s revelations have resonated with many educators who share similar frustrations about the challenges of maintaining discipline and fostering a productive learning environment in the age of smartphones and readily available digital distractions. While technology undeniably offers incredible opportunities for education, Matthews’ story serves as a stark reminder of the need for responsible use and a renewed focus on accountability.

“I loved teaching,” Matthews concluded. “But I couldn’t continue to work in an environment where students felt entitled to disrupt the learning process and avoid taking responsibility for their actions. I hope my story can spark a conversation about how we can better prepare students for the challenges of the 21st century and ensure that technology is used to enhance, not hinder, their education.”