Over the past several months, I have written several articles on kids in school, mainly because of the troubles I’ve been having with the Taz – a bright kid who has a hard time not being a distraction in class or staying focused on the lessons he is being taught.
Mark Alton, a teacher at Rancho Cotate, wrote to me after I wrote “When Teachers are Great”, an article on the lengths my son’s teacher has gone to ensure that my son was working to his fullest potential, and to tackle the problems he was having in school. He wrote:
“Is it necessary for teachers to work harder and spend more of their own personal time in order to “prove” they truly care about their students? I wonder if this is an unspoken assumption by the public. Would this teacher be an “uncaring” teacher if he had not necessarily been able or willing to meet each and every week outside of class to help this child, but simply did his very professional best in class to meet the needs of his students? I think not.”
“Ultimately, the primary person who needs to care is the student — care enough to get a good night’s sleep prior to a school day, care enough to come every day to school, care enough that he/she values an education for what it will do for his/her future, care enough to behave respectfully and responsibly in class, care enough to pay careful attention to instruction, and care enough to actually do the schoolwork assigned (because education is an active process requiring the actual involvement of each student).”
(Read the rest of the article he wrote called “Teachers Can’t be Alone in the Learning Process”.)
I confess, I had to re-read his article twice to get what he was saying without jumping to the defensive for the teacher who has changed my son’s life. And I had to admit, he brought up a lot of good points that were not mentioned in the first article. As a follow-up, I wrote the article “Parents, the First Line of Defense”, an article about the fact that while a teacher is there to teach, it is the student’s responsibility to want to be present and learn what is being taught to him. And because that passion may not come naturally, it is our job, as parents, to help instill the importance of learning and being a productive part of the class, and to not let our job end as soon as our child enters the classroom door.
This last article inspired Kate Sholl to write this letter to the editor:
“Tenth paragraph, first sentence: “Students need to want to be present.”
Children are born with a deep and abiding curiosity; a love of learning. During the collective total of 33 years my children spent in school, they had a total of six teachers who inspired them to be present and learn. During the other years, my children hated school. A teacher’s job is to make learning a fascinating experience. I learned this by homeschooling my youngest two for a collective total of nineteen years. Those two children not only love learning still, but reached the age of 18 with their self-esteem in tact, something the older two did not. Crissi Dillon should look broadly for answers to the issue of her son’s easy distractibility; possibly he is too smart of the teacher he has and is, well, bored to distraction.”
Obviously, these are very different views on the same subject, which leads me to believe that there are many worthy ideas as to what makes a successful student. So these are my questions for you:
Where does the responsibility lie in keeping a student working to his full potential: the parent, the student, or the teacher?
As a parent, what are some ways to ensure that your child understands the importance of school?
As a teacher, how do you keep your students motivated to stay present in the classroom?
What kind of steps need to be taken to encourage a flailing student to pull himself up from potential failure?