Perhaps the most frustrating problem I've encountered is test anxiety. Students who are clearly - and accurately- engaged in class who struggle on tests. Now, they don't struggle so much they always fail- they just barely pass. And often, that means we don't worry too much because they are not falling below that all important 70.
But I do worry.
I can see the frustration on the student's face every time I hand back a test that's a good 10-20 points less than they- and I- were expecting. I hate that look.
What I hate more is when the student has resigned themselves to the "fact" that that is just the way they are. It is not their fault, and it is not other teachers' fault, but we've all hit the same brick wall.
Maybe it is the new teacher naïveté, but I don't want to just resign myself to this "reality." Just yesterday, I looked one of these students in the eye and told them "I'm going to try find a way to help you." I refuse to lie to that student- or any other. Just because they are not scoring as low as other students does not mean they are not just as much at risk. Just because they are passing does not mean that they are doing the best they are capable if- and it doesn't mean I'm doing the most I can.
One reason I became a teacher was to offer students hope. I am not giving up on that.
So, teachers, any advice?
Hey Chad, I don't know how you can do this in a public school, but where there is a will, there is a way.
ReplyDeleteI once heard of a youth pastor who challenged his students to get into the Bible every day. Commit an amount of time and stick to it no matter what. One student took him up on that challenge and as a result, his grades in school improved greatly. When he slacked off, so did his grades. His YP held him accountable. He began his reading program again and again his grades improved. You might make this a matter of prayer and if you feel so led, try it.
I know in my own life, I always seem to do better with things when I take time for God's word. I will pray for you and your students. Blessings.