Celebrate Learning
Page 5
“I do have it as a priority, Mr. Dickens. I
something I am not grading and that will be more
really do. I promise! I will be back on track. Just
valuable to him later. I do pray he turns around
give me a few more days.”
quickly. I want to see it this semester, not later.
“OK, I will help how I can. Can you come by
However, it’s still his choice, not mine. Do the legisla-
my office? How can I help you? What can I do to
tures understand that possibility, that process, this
help you with your work?”
educational dilemma? Do the statistics show this
“I will let you help, Mr. Dickens.”
when they say that a student “stops out,” “flunks
*Breaking news: George’s latest message to
me says he’s dropping my class, but he will enroll in
classes next semester, and he’ll talk to me about selection of classes in a few weeks. Hmmmm.]
George is a student I want to help, but the
out,” “retakes—multiple times,” or is “at risk” due to
lack of academic proficiency?
Ok, what about Sharon? She is so responsible.
She finds my “George’s” to be a hindrance. She
wants all of the students to turn in their work on
shoes he needs are not the shoes that many of my
time, with revision, with creativity, with equal time
other students need. Actually, George is intelligent
with the teacher.
and likeable (of course), but life has presented him
“Mr. Dickens, why do they not do their home-
with multiple barriers that even he seems to be in
work? Why do they ask the same questions over
denial that they exist.
and over? Why don’t you just fail all of them? I did
Is the shoe that I offer to George one of listen- my work.”
ing, unyielding support, advising? Maybe he won’t
“Sharon, I hear you, and I agree with you that
make it in my class. Maybe that’s not the point.
it’s a problem when the other students do put into
Maybe he just needs to know that someone cares
the class what you’ve put into it. You are the stu-
enough to push him and still believe in him. He may
dent we teachers would love to have in every class-
actually hustle and turn in his work and make a de-
room—as the full class. We know you appreciate
cent grade. He participates fairly well in class. And
what we offer. We know you will learn the informa-
his in-class work is actually pretty good. But I have no tion. We know you are going places. However, I see
evidence of what he can do outside of class. My!!!
education as more than just the deadline and the
That begs the question of how much homework is too grade—a much different perspective, Sharon. It’s
much and what is enough.
not just about everyone getting the same grade for
Yet, this is college. How can any student be in the same work. I see it as figuring out what every
college and not expect homework. Does George
student needs to grow to a higher level—his or her
really get that he will not pass my class if he has not
next level. And if I fail each student each time they
turned in the work? He knows that I won’t budge on
don’t turn in the work, I’m not sure I am not sure if I
the grade with no evidence—based on our previous
will give that student what he or she needs.”
conversations and experiences. Maybe, the passing is
“Mr. D. I don’t get it. It’s not ‘fair.’” I think
not as important to him as it is to me. Maybe, he is
every student should turn it the work on time and
here for a different reason. Maybe, he is learning
then get the grade—and that’s it.”