Dave Murray of MLive published an interesting commentary on Are there Children Who Are Unteachable? What’s most interesting about the post is the commentaries from mostly Michigan readers of MLive (which is the online presence of the Grand Rapids Press). After you get beyond the knee-jerk reaction responses of people who post to every article with diatribes against whatever spot issue they have, some of the responses actually become quite interesting. I’ll let you read through all of that on your own and save my personal views on the issue, mainly because unlike the majority of the responders, I realize that I’ve never been a grade school teacher, so I’m not going to truly understand how difficult (or easy) it might be.
However, I thought I would share one somewhat similar story because it involved one of the first classes I was teacing. It was about a decade or so ago when I was teaching political science at Kalamazoo Valley Community College. I was really new, and I’d be shocked if I wasn’t making numerous mistakes in my attempt to use my doctorate knowledge in political science to teach others. However, one thing that remains in my memory was one student I had who was struggling throughout the entire semester.
He was a quiet Hispanic younger man who rarely chimed in during class, and we were nearly halfway through the course when he remained after class and wanted to speak to me. He said he was having trouble with some of the information and wondered if there was anything he could do to bring himself up to speed. Now, over the years, a lot of us teachers have a similar kind of story where some student, who is failing the course, suddenly realizes he’s failing out and tries to salvage his grade. He’ll promise all sorts of thing, but usually not deliver. Generally, this really burns out a lot of teachers because this happens so many times.
However, I offered him the chance to stop by my office hours, and I’d look deeper into his situation (as it wasn’t something we could solve in the few minutes after a lecture). To my surprise, he showed up the next day for my office hours.
We sat down for about an hour, and he told me what was giving him problems. Our subject at the moment in class was about Congress and the committee structure. His question, when he asked it, opened me up to realizing something that really impacted me. He wasn’t confused about Congress and the committee structure. He had no idea what Congress was.
During all of my lectures about Congress, I just sort of assumed that most young college students at least knew what Congress was, so that it was an easy jumping off point. My conversation with him made me realize that he had no idea what the concept of the legislature branch was and was listening during all of the classes, unsure of how to place it in greater context with the things he did know. And shortly after he started communicating, I began to realize what his context was: He knew nothing but street life, violence and family that threw him out of their home when he was only a teenager. He was working a crappy job, and someone told him the only path to any future success for him was either joining a gang (something he was considering) or school. So he decided to try school first.
Still not convinced he was on the level (as to his desire to actually pass this course), I gave him the opportunity to visit me during my office hours each time I held them, and I said I would try to help him figure out what he didn’t know. I figured he’d be like most students who would act really interested and then I’d never see him again. But he showed up each office hour, and he brought his book, opening it up each time and pointing out the things that didn’t make sense to him.
At this time, I was talking to a college colleague, who saw this student in my office one day and then pulled me aside, indicating that the majority of the instructors knew who he was and gave up on him a long time ago because “he is lazy”. Not convinced, I then offered my student the opportunity to visit my office for more periods beyond my office hours, just to see if he was serious.
And he was. After a few weeks, he started to actually do much better on quizzes and examinations. And his questions were always very well thought out. By the time we reached the final examination, he was earning a solid B in the class.
He passed my class, and he then stopped in one day a few semesters later, saying that he was transferring to a local university, having been accepted under a special program for indigent students. Where he is this day, I don’t know, but I can only hope he managed to finish and made a better life for himself.
However, I did want to point out a couple of things. I really felt ill about my fellow colleagues at that time, because they gave up on this student long before they ever should have. He wasn’t lazy. He was just lost. The other thing is that I also realize that my experience doesn’t prepare me to comment on K-12 education as I have never taught in those arenas. It also doesn’t talk to the realization that if I had been confronted by a classroom full of this same type of student, I might not have reacted the same way, having been so overwhelmed, there’s no telling what mechanism I might have used to keep myself from being overcome by such problems. This is the fact that a lot of teachers have to face on a daily basis with entire classrooms of struggling students, and it doesn’t surprise me that so many good teachers probably burn out and never continue.
So, if I was to comment at all, I’d think that what’s needed is administrative attention to detail on how to best support those teachers out there who want to do more but are overwhelmed. Just blaming teachers for not doing enough is often a very weak approach, quite often enough to push even more teachers out of the business. I read through all of the comments that come from MLive, and I’m often saddened to the point where I realize that I’d never be a grade school teacher with such hostility pointed at that discipline.