A teacher’s plea for greater student conscientiousness

The lesson plan is waiting patiently on my desk. Chart paper colorfully prepped with the agenda for the day is posted centrally in the front of the room. Directions are clearly written out and placed in the same location for students to follow when they sit down, ready to work. I wait at the door with a smile on my face to greet my students as they enter the classroom for an hour of learning. The silence anticipates its intelligent interruption.

As a teacher, my goal is to raise awareness and foster critical thinking. I seek to engage my students in a dialogue that should be of great importance to each of them. Using what I know and am passionate about, I urge each of my students to become accountable for their own growth as literate, independent people. I, too hunger for the opportunity to learn from them, the same way they look to me for answers. Idealism and hope help me to believe that what I do matters and that I can help my students find their own voice, empowering them to achieve personal goals.

My methods aren’t always traditional, but I have had great success in the past motivating my students with my firm, consistent care and prodding. Seeking friendship with the young minds that sit before me isn’t in my plan, but I do hope to establish a respectful relationship where we have a healthy exchange of ideas; a real conversation that seeks to inspire everyone involved.
What worries me, however, is the great sense of apathy I experience from some of my students instead of the above mentioned conversation. They don’t seem to care about their learning. This perceived ennui with whatever I present to them is both frustrating and upsetting. They blame everyone but themselves for their choice to fail. After being given countless opportunities for success, a teacher sometimes feels like throwing his/her hands in the air or banging his/her head against a wall. Because when many students fail to achieve or to learn the work, teachers can’t help but take it personally.

I know that my colleagues and I all believe that the students at WJPS are capable of the rigorous work presented to them in each of their classes. We spend hours in professional development working on ways to teach students to be reflective learners who can handle the challenges presented to them throughout the day. And even with the many strategies and resources given, we all struggle at one time or another with the poor work ethic of our students, who sometimes appear to prefer excuses to responsibility.

The “real” world we all speak of is not as forgiving as a classroom. There are no teachers reminding you of missing work or giving you second and third opportunities to make it up or do it over. There are harsh realities that lie in each of your collective futures; learning to be responsible for your choices will establish a strong foundation for a better work ethic later. That determination to make something as good as you possibly can will teach you skills for life and the process will teach you perseverance. Difficult tasks require time and thought along with attention to detail.

Your teachers don’t enjoy repeating the same tired diatribes about your lack of preparedness. We don’t like nagging and we don’t like treating you like babies, despite what you may think. The teachers really want to allow you to be the adults you are growing up to be and to witness your successes. There are few things better than that moment of clarity, when we know that you know you “got it.” Let us help you be successful- it is a phenomenal motivator.