What does it mean to be a “good” student according to the common sense?

Kumashiro talks about what it means to be a ‘good student’ in the ideals of common sense. Kumashiro describes a ‘good’ student’ as doing what the student is told. For example, sitting still, listening the teacher, behaving the way the teacher expects them to and being respectful. A ‘good student’ is also supposed to know the knowledge taught in the classroom and demonstrate it while asking questions on the topic explained during the lesson. A ‘good student’ is supposed to do what they are told. For example, when Kumashiro was teaching English classes, the school was strict with their expectations. The school told the teachers what exactly to teach and how to teach, what the students need to know and how they should learn it, write a certain amount of essay and what the write on them. All the information that is taught is on the final exam. Students did exactly what they were supposed to do, they answer questions about things correctly, they had class discussion correctly and wrote about what they need to write about. These students are an example of what characteristics a ‘good’ student is supposed to be like based on the common sense ideals. So, a ‘good student’ based on common sense ideals is a student who does not challenge social norms. A ‘good student’ is supposed to conform to the social norms and expectations of the school and teacher.

Which students are privileged by this definition of the “good” student?

‘Good students’ are privileged students. For example, Kumashiro talked about how he taught a student named M. M disobeyed when doing activities, was loud and acted in a different way then the other students. M did not learn the same way as other students did, she is not a privileged ‘good student’. Instead because of this M was labeled as a ‘bad student’. However, M is not a ‘bad student’, M has a different style of learning, and is punished because she does not fit the common sense ideals of a ‘good student’. Kumashiro described M as a student who wanted to learn and felt bad about not fitting the ‘good student’ characteristics by asking if she was “bad today” and said that she “would be better tomorrow”. M did not fit the ideals and characteristics of a ‘good student’. M is a ‘bad student’ because ‘good student’ leaning in a traditional school environment and do as they are told. M is not a ‘good student’ because she is not acting the way the teacher wants her to act. Students who are disables, have learning disabilities and mental illnesses are excluded from not being ‘good students’ because of the ideas and characteristics common sense demands students to be like. Common sense of a ‘good student’ is oppressive and leave a negative impact of the students who are not include in the category of a ‘good student’.

How is the “good” student shaped by historical factors?

Over time, the perception of an ideal “good student” has evolved, reflecting changes in societal values and educational practices. By studying history, society and individuals gain valuable insights that leads to growth and progress. Observing and experiencing different approaches to schooling and education have played a significant role in shaping these changes. However, some aspects of a ‘good student’ have remained but, evolved from history. For example. In the book “A History of Education” Painter explains describe that the teachers “directing their activity, and giving order” to the students. Historically this has shaped the ideal ‘good student’ from common sense. Listening to teachers, doing what your told, doing what they want they way they want it. These are examples of what it is like to be a ‘good student’ in the ideals of common sense.