Nearly three years ago, one of my students approached me and, looking me in the eye, stated, “we are the problem class.” The sort of class that, at least, gives teachers gray hair, if they don’t drive them out of the classroom entirely. A little taken aback, I pondered what this statement meant. I decided it was a challenge.
Challenge accepted. However, the challenge wasn’t to solve the problem but to prove there wasn’t a problem in the first place. The danger, as I saw it, of accepting this label of the problem class, was that it means, or risks meaning, “we’re not _____ enough”: (insert) good, smart, quiet, strong, attentive, obedient, responsible – you get the idea.Read More