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Duhs and Don'ts for Today's Teachers

In this week's Starr Points, columnist Linda Starr explains why understanding isn't what today's troubled kids need.

Look What She Starr-ted! In today's Starr Points, columnist Linda Starr says that troubled kids don't need teachers who understand their problems. They need teachers who set high standards and stick to them -- no matter what. What do you think? Should poor kids, neglected kids, damaged kids, kids with special needs be held to the same standards as their more privileged peers? Click here to share your reflections on a Starr Points message board. More Starr Points! Have you seen these Starr Points columns from previous weeks? No Time for Reading -- A Lesson Learned at Gunpoint! And Behold! 12 Commandments for Teachers! Linda Starr, a former teacher and the mother of four "nearly grown" children, has been an education writer for almost a decade. Starr is the curriculum and technology editor for Education World.

Here at Education World, the editors maintain a folder that we affectionately refer to as "The Duh File."

Did a university survey find that the dropout rate is lower for students in small schools than for students in large impersonal schools? Did a billion dollar government study reveal that kids who eat a nutritious breakfast learn better than kids who skip breakfast? Dump it in the duh file!

This week, another duh-posit crossed my desk. This one, The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level Earnings, comes from The National Bureau of Economic Research. It seems that "using an exceptionally rich set of data including every third, fourth, and fifth grader in a large school district over four years" researchers found "substantial evidence that higher grading standards benefit students."

In other words, kids perform better in school when their teachers set high standards for their performance. Duh!

Of course, what's obvious isn't necessarily easy. Veteran teachers tell me that schools are different today than they used to be. There are more troubled kids, more poor kids, more needy kids, more neglected kids, more damaged kids.

Most of us became teachers because we care about kids; we understand the problems they face. We understand that Paul didn't do his homework because no one was home to see that he did it. We understand that Louisa is lethargic because she didn't get enough sleep. We understand that Eddie can't concentrate because his home life is chaotic. Understanding is our nature -- and our curse.

Teaching, however, is our job. If we're to do that job well, we cannot let understanding lead to leniency or permit frustration to induce surrender. We can't say to troubled students, "I understand that it's too hard." However difficult it is, we must say, "I understand that you have to try harder."

It's a fact. Children with supportive parents do better than children whose parents are disinterested. Well-nourished children do better than hungry children. Students in small classes do better than students in large classes. Students with special needs do better when schools and communities have the resources to meet those needs.

But, whatever their individual circumstances, all students do better when their teachers set the bar high -- and expect them to reach for it. Duh.

I have a bumper sticker on my bulletin board at home that reads, "When all else fails, lower your standards." It's supposed to be a joke. Don't make it your motto.

Article by Linda Starr
Education World®
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