You’ve heard it before: Your student’s grade has slipped.

He or she needs to retake a test.

You know that’s bad news.

Now it’s time to fix it.

You can do a lot to improve the academic performance of students by taking advantage of the tools available to educators.

And you can do it by recognizing the best students, and then learning from them.

But the best way to improve your students, according to research, is to know them.

“The best students have the best teachers,” said Michael R. Taylor, a professor of education at the University of Pennsylvania.

“If you don’t know them, they’re not going to be able to learn.

If you know them well, they’ll get better.”

It turns out that many of the best and most successful students are the ones who have experienced the greatest difficulties in the classroom.

For students who’ve struggled to find success in school, there are three common factors that can cause teachers to make mistakes: teacher turnover, student learning, and teacher motivation.

Teachers may have experienced a high turnover rate and have been asked to change a teacher every year.

If they have the resources, they may be able help teachers make adjustments to their teaching styles and instructional techniques, Taylor said.

They may be asked to teach more intensively, such as by having them spend more time on homework and fewer on instruction.

And if they are motivated to improve, they might be willing to devote more time and energy to helping their students, which will improve their teaching performance.

Teachers can also make mistakes by not listening to students when they have a problem.

Taylor and his colleagues conducted a study in which students and teachers were given a choice between two choices: to read or not to read.

They were asked to choose whether to read a letter to their parent or a book to a friend.

The students who chose the letter chose to read it more than those who chose to not read it, suggesting that they didn’t learn the letter well enough.

But for the teachers, the decision to read the letter did not change the students’ performance on the reading test, indicating that teachers did not understand students’ problems and their learning needs, Taylor and colleagues found.

A teacher’s choice to not engage in teaching or to focus on teaching and instruction, rather than reading, could have a negative impact on the learning of students.

When students feel that they are not being listened to, they are less likely to take the time to learn, Taylor added.

A student’s experience with their teacher can affect their academic performance.

According to Taylor, students with poor teacher performance are less successful at completing their education.

“When teachers have a lot of pressure, they often have trouble teaching,” Taylor said, adding that it’s important to recognize that the teacher needs to be involved in the learning process, too.

Teachers who are reluctant to teach may be more likely to be less motivated to listen to their students.

The study showed that students who had difficulty listening were more likely than those with good listening skills to say they could never read, and students with high academic achievement were less likely than their peers to read to their parents or other adults.

Students who are in the middle of their career or who have high levels of stress are more likely, according the authors, to not learn.

Teachers need to understand that students with learning difficulties are more often those who are not prepared to learn and to be accountable for their learning, Taylor stressed.

When teachers have students that are struggling, it may be that the best teacher is the one that has the most experience with students and their needs.