When students who transfer from low-performing to high-performing high schools, they realize what they’ve been missing, writes Brooke Haycock in The View From the Lighthouse. It’s not enough for teachers to care about their students. They have to care about students’ learning.
At Elmont Memorial High School, teachers “get to know you so they can help you — so they can teach you,” says Keisha. “They’re, like, first your teacher — but your friend too. My other school, it was more like, they’re your friends but they kinda missed the teacher part.”
At Granger High School in rural Yakima Valley, Wash., George, a junior, reflected on his relationship with a math teacher at his old school: “He was really nice but he never made us do anything. And, like, if we were late for another class, even if it was our fault, we could just go by his classroom and he’d write us a pass. At the time, I liked it. And he was my favorite teacher. But now, I’m kinda mad, because I realize we weren’t learning anything. I don’t think he meant to do that — I think he was just more worried about us liking him.
“When educators can connect rigorous learning to student goals and opportunities beyond school and make students feel worthy and capable of real rigor, students don’t complain about the work or question its relevance,” writes Brooke Haycock, who’s writing Education Trust’s Echoes from the Gap series. It takes getting used to, students say. “In many cases, this is the first time they’re being asked to do anything that is genuinely hard.”
Actor David Duchovny’s high school basketball coach “respected me by demanding that I respect myself and a game,” he writes. “I never knew if he liked me. That wasn’t so important. He saw potential in me, and I began to respect myself.”