Teachers’ inability to comply with the rules of the organization and conduct of the training process leads to a negative attitude of their students towards learning. The evidence that specialists from this field have been able to record to this day attests that, as a rule, the appearance of the targeted type of negativism is linked to cases where the inappropriate professional behavior of the teaching staff aims at disseminating phobia-induced states in the classroom, classroom-induced anxiety, classroom-induced frustration, classroom-induced depression and/or classroom-induced neurosis. As soon as they appear, the states in question impose themselves as factors affecting the working disposition and resistance to effort. In such a case, students will find it extremely difficult - or even impossible - to perform a rewarding, fast and high quality activity. Their attitude towards learning will degrade significantly, turning into a sort of position that will minimize - or even exclude - the idea that things aimed at acquiring knowledge, skills and abilities should be done with selflessness and pleasure, out of conviction and on one’s own initiative, conscientiously and diligently.