The Declaration of ...

Upon finishing our unit on Colonial Period literature, I ask my students to evaluate the educational system in an informal writing. They have to discuss the major problem with the system today, and then offer a solution. This is an interesting exercise in reasoning, especially when students try to justify a shorter school day (i.e. 9-12).

I found two responses particularly saddening (though on the bright side, very few students cited these issues as problems).

The Declaration of I-Deserve-Credit-for-Trying

One young lady argued that students should automatically receive credit just for turning in an assignment, regardless of whether or not it was done correctly. She proceeded to argue that students who simply complete their work should pass the class, even if they haven't mastered the material (she didn't state the latter, but implied it). Now I do agree that students should receive credit for certain homework or classwork assignments. This particular assignment, for instance, counted as a completion grade. However, simply awarding students credit for submitting a paper is wrong. After all, we teachers are supposed to TEACH so that the students can LEARN the material. If I awarded credit simply because a student submitted a paper, well, then I wouldn't be doing my job, and the student wouldn't be doing his. After all, he could write, "I'm great" for every answer on a quiz, and still receive credit. How does THAT make sense?!

Now if we broaden this mentality to the "real world", then the issues are magnified. After all, what happens if a doctor simply "received credit" in medical school instead of actually demonstrating knowledge of medicine? How many deaths would he have on his hands? Or if a lawyer never learned the ins and outs of law? We'd have a breakdown in our judicial system. These are the types of questions that give me pause when a student thinks she deserves recognition simply for being.

The Declaration of Lower-Expectations

Ah yes, this was enjoyable paper to read. This young man argued that school officials (administrators, teachers, etc.) and parents should not expect more out of a student as he progresses through the grades. Instead, we should consider lowering our expectations. That's right. Why expect a person who is chronologically more mature to accept more responsibility or act more mature? Shouldn't we simply pamper and coddle our students throughout high school? After all, that would prepare them for life on their own.

Think about how productive and innovative our society would be if everyone had this attitude. You go to the doctor expecting a diagnosis, but instead would receive a "well, maybe it's this, but I'm not sure. What do you expect me to do?" Or you take your car to the mechanic to get the brakes fixed, and are told, "Well, I fixed 'em as best I could, but there's still this problem with 'em. I just didn't feel like getting the extra parts from the other side of the shop." Can we say "accident"?

Thankfully, though, papers such as those were few.

The Declaration of GPA-Grouped-Classrooms

One young lady wished we could group students based on their GPAs. Thus all students with a 3.0 would be in one English class, and those with a 2.0 would be in another. She reasoned that homogeneously grouping students would allow the teacher to tailor the curriculum (materials, activities, assignments) to the class. Plus, those students who typically do better in school would not be held back by those who don't. Hmmmm... what a concept!