Post #2 – The “Good Student”
In Kumashiros’s, “Preparing Teachers for Crisis: A Sample Lesson” a good student according to commonsense is one who follows direction and does not ask questions rather, they just do what they are instructed. It is a student who is complacent with the flow of the classroom and is able to sit still and focus on learning by setting aside distractions. A good student, according to commonsense, is one that fits the mold of what a good learner ‘should’ be and is one who follows instructions precisely how they are given. Commonsense learning is about doing everything they as students “are supposed to do.”
The students who are privileged by this definition are those that fit this mold of the “good student” seamlessly. It is the students who think how teachers expect them to think and act how the teachers require them to act. It does not account for students who think or process material differently and it allows for little creativity or autonomy in learning. The students who learn well in a traditional school settings benefit from this type of education while those who differ in learning requirements fall to the detriments of this oppressive approach. The “good student” is a label for those who are able to adapt to the teaching methods they are exposed to and generalizes what every student should strive to be like. It is a term that tries to fit a unique being into the confinements of a uniform box.
The “good” student has been shaped by historical factors in the sense that what is expected of students is predominantly based on past expectations associated with cultural traditions and values. Painter (1886) also identifies how religion influences the criteria for what constitutes a “good” student in certain cultures. These perspectives are often deeply rooted into the culture and as such are very difficult to change. This is especially evident in cultures where change is looked down upon. It is clear that change regarding what the “good” student looks like finds its biggest barriers in culturally developed acceptance and definition.
Articles Used:
https://archive.org/details/historyofeducati00painiala/page/10/mode/2up
https://drive.google.com/file/d/1kkJc7k2AyKB-Usl3pujiMAeWpfzmpZRK/view
About The Author
Taylor Bubnick
In my spare time I enjoy going to the gym, working on a new drill or skill at the soccer field, and spending time with friends and family.
Hey Taylor! Your response provided a lot of valid points to consider in the discussion of what a ‘good’ student is. I think you summed it up well when you said, “[i]t is a term that tries to fit a unique being into the confinements of a uniform box”.
Do you think education today is slowly moving away from the ‘good’ student image? I briefly discussed this in my blog, as I think we’re giving students more space to be creative, ask questions, and challenge their perspectives (more process and praxis models of curriculum). Yet, students who are good at tests, for example, are still privileged as they fit that ‘good’ student image. We definitely have a way to go as we recognize the roots of education, as you discussed. I think it’s hard to change our common sense understanding of the ‘good’ student, but it is so important to trouble our understandings on these topics.
Thanks for sharing your thoughts!
Hi Tamantha! Thanks for your comment 🙂 To answer your question, I do think that education is slowly moving away from this view of a “good student.” I think more application based assignments are coming out and in many cases tests and quizzes have become a smaller ratio of the final grade calculation. Where I still see some room for change is when looking at elementary school report card grading terminology and sections that I was graded on as a young student. For example (from memory), each student was graded on things related to behaviour in the classroom (ex punctuality) and towards other students (respect) or things like engagement. I think these grades that are based on behaviour really contribute to this commonsense definition of a “good student.” What are your thoughts on this? Thank you again for your comment. You bring up some great points that had my mind really thinking!
Yes, I agree that grades based on behaviour contribute to the common sense idea of a “good student”. I think it leaves little room for the reality that we all come from different backgrounds and home situations, and for some students, something like punctuality isn’t always as easy. Also, something like engagement in the classroom looks different for every student depending on their personality, and other factors. These are definitely thought-provoking topics. Not always easy to have the answers, but good to reflect and discuss.
I absolutely agree with you! Punctuality is something that varies between students especially when looking at different family dynamics, environments, and backgrounds. Reflecting on the different education courses I have been in, I always find myself being amazed at how truly complex teaching is. There are so many variables that contribute to this “good student” image, and in a class of 20-30 unique individuals, a glimpse into the art that teaching is can really be appreciated. I think that we have this amazing opportunity as future educators to really make a change in how learning is approached and how this definition of a “good student” is developed and understood.
Taylor (and Tamantha)
I really appreciate the dialogue you have going on here and the challenges we face as teachers. Personally, I was one of those students that didn’t fit the “good” model and it took along time to find my own groove.
There is that fine line between the expectations of measurable results which don’t always account for the learning that is occurring. Every student is unique and some can figure out how to play the game. I’m curious about what your own experiences were/are? Do you continue to see these expectations being played out, even with our own program?
Thank you!