Here we have an ode to not settling for average.
A moment where a student made the conscious decision that a 77 wasn’t good enough. A moment where he was frustrated and wanted to leave his paper on the table, face down. A moment where I’ve never been more elated to see an upset demeanor on a child’s face.
This is a kid who would fall through the cracks. He lives in a bad part of town, flanked by strip clubs and gang initiations. His parents aren’t in the picture, and he likes to start trouble with other kids in class. He talks at inappropriate times and flirts with girls like that’s the real reason he’s in school (but isn’t that what we all thought our middle school purpose was anyway?). His exterior says that he doesn’t care about learning or getting an education, but once you crack that shell, he’s all gooey educational brilliance inside.
I passed back the scientific method quizzes today and he got a 77. I didn’t really expect to see any kind of reaction out of him; I mean, it’s a C. It’s average. The status quo. I wasn’t sure how he’d react, so I guess I just thought he wouldn’t.
As soon as I turned my back, I heard a fist slam on a table.
He was mumbling to himself, looking annoyed. I went over to him and said, “It’s a 77 — that’s close to a B!”
He wasn’t appeased.
“You know, a 77 isn’t THAT bad — it’s average!”
Who the heck am I trying to fool here? If I got a 77 on anything, I would have definitely been feeling the same way, begging my teacher to have mercy and let me do test corrections to bring up my score. Here I was, trying to make this kid feel better about his average grade, when I should have been firmer and pushed him harder about what it was he missed. A moment of weakness on my part and he triumphantly brought me back to my center: doing what’s best for kids, and I know what’s best for kids is holding them to high, clear expectations.
His defeated attitude about his quiz score was sad to see, but it also got me really excited.
“You want to retake this quiz, don’t you?”
He nodded and looked away from me, trying to maintain his “cool” status while still attempting to show me that he was interested in academic achievement.
A-ha! I knew he cared!
We talked about when he could come to my room to start studying and showing mastery, and we both were feeling hopeful and better about the current situation.
I should note that this kid, when given the chance to use laptops in my class during homeroom time, was the only one of my students who used them during that half hour block to locate a current event article that was due this past Friday.
I am a firm believer in tough love, not so much in grades and numerical percentages.
After today’s meltdown over an average grade, my heart leaps knowing that this kid wants something better for himself. Yeah, it’s a scientific method quiz grade, but you know what? It has to start somewhere.
We have to push our kids to a higher standard and let them know that yes, average is okay, but you are capable of so much more. Can you imagine what that can do for a child in your class?
Like I said, this is an ode to not settling for average — not settling for average quiz grades, not settling for average work ethic, not settling for average expectations.
Here’s to a great week of learning and watching this kid grow not only as a student, but as a scientist and hardworking human being, too.