On the first day of school, a high school chemistry
teacher made this obnoxious comment: “Within a
week, I know who will get an ‘A’ and who will get
a ‘C.’ Further, I will know the difference between
a real ‘A’ and a fake ‘A’—a fake ‘A’ is one you had
to work for” (Sparks). So, she’s psychic? Or just
incredibly mean. Degrading students who need
to—and actually do—put in great effort is uncon-
scionable. Diligence should be honored or, at the
very least, not disparaged.English teachers where I work have been discuss-
ing what makes students successful and why somefail. Trends certainly do come and go. A highly
respected, retired teacher once said, “Students
have a right to fail.” Apparently, not anymore.
Teachers are now heavily pressured not to let
anyone fail. We have discussed assigning less work,
not assigning or requiring or grading homework
at all, grading skills in isolation, and even possibly
giving points for effort or for merely existing. I am
concerned about the impact of this pressure and
curious about options.Sarah A. Sparks’ article “Building Growth Mind-
set in the Classroom: Assignments from CarolYou Deserve My High Expectations
By Stefanie Elwood
Most everyone suffers to some extent and
minority students suffer more when the
instructor believes in only certain students.Photo credit © WillSpirit SBLN