Describe the problem without labelling the learner
“The learner answered in chat but did not speak” is more useful than “They are unmotivated.” A difficult lesson can reflect unclear instructions, an unsuitable task, access needs, tiredness or something you do not know about. You do not need to diagnose the reason to ask a respectful question and adjust the next activity.
Try: “Would it help to see an example first, have more thinking time or type an answer before saying it?” Let the learner explain what helps without asking them to disclose private health or family information.
If the learner stays silent
Check that they can hear and see the material. Make the first response small: choose between two options, complete a phrase or rehearse a sentence. Give time to respond. For a child, follow the employer’s process for asking a parent or coordinator for support.
Do not infer anxiety, refusal or disrespect from one behaviour. If the lesson format is repeatedly unsuitable, discuss an adjustment or an appropriate referral through the service.
If practice between lessons is not happening
Ask whether the task was clear, accessible and realistic. A learner may need practice built into the lesson instead. Agree one manageable activity and explain its purpose. Missing homework is information for planning, not proof that someone does not deserve teaching.
If timing or expectations keep causing problems
Confirm the named time zone and whether another available slot would work better. Refer to the platform or contract’s actual late, cancellation and payment rules. Do not create charges or mark lessons as delivered simply because a personal rule says so.
Be specific about extra work: “Lessons include feedback on the activity we complete together. I can discuss that longer document during our next lesson.” Explain response hours in advance, then use a routine you can maintain.
Agree and record a next step
Keep a short factual note of what happened, the relevant lesson or message and the agreed change. Use permitted systems and avoid saving unnecessary personal information. A follow-up might say: “We agreed to try a shorter reading before speaking next time. I will send it through the classroom.”
Review whether that change helped. There is no universal number of incidents or weeks after which a learner can be judged unwilling to improve.
Respond to abuse or harassment
End an unsafe interaction and use the service’s reporting or blocking process when needed. You do not have to keep teaching through threats or sexual harassment to protect a rating. Preserve relevant evidence through the permitted channel and follow safeguarding procedures where children are involved.
For one platform’s current process, read Preply’s harassment policy, checked 20 September 2026. Its procedure applies to that service; check the instructions for your own employer or platform.
If you cannot continue teaching
Ask the employer or platform how to end or reassign lessons, including future bookings and any payment issue. Keep your message brief and factual: “I am not able to continue these lessons. Please use [the service’s process] to arrange the next step.” Do not promise a refund or another teacher unless you can provide it through the agreed process.
Afterwards, review what support or lesson changes would help you. A hard interaction does not make a lower-paid teacher less skilled, and charging more does not guarantee respectful behaviour.