The semester – when most teachers hold their classes online because of the corona virus – is about to end. From what I have been experiencing, I have all the reasons to say that online teaching is more challenging than face-to-face instruction. Teaching during the pandemic put my creativity, resourcefulness, and patience to a litmus test.
What I consider as the most difficult challenge in online teaching is assessment. And as the semester is about to end, it’s time to crunch numbers then decide to push either the “pass” or “fail” buttons.
What if the scores of my students are very low?
Below is an essay I have written on the subject of passing or failing the students.
To pass, or not to pass…
That is the dilemma of teachers when the performance of some students during an entire term is below par and their total grades go south of the passing mark.
What should the teachers do – pass or fail the students?
Is passing students in a subject or course mandatory on the part of the teachers?
It’s a different story if a student fails due to absences. The student failed by default. But what if a student is regularly attending classes?
There are possible repercussions should teachers fail their students. When they fail students they had better be ready to answer possible queries from the students, from their parents, and the school administration. Usually, complaints of students, most specially when they are accompanied by their parents, would also lead to school authorities investigating the teachers concerned. It’s not only a matter of being ready to answer questions but the teachers should also prepare class records and other documents that could prove beyond reasonable doubt that the students did not perform well and deserve to get a failing mark.
There are times that teachers thought that they have exhausted all possible means to help the students perform better but to no avail… that they have tried different strokes for different folks, but none of the strokes they applied worked.
But the painful truth is that there are also teachers who would not walk an extra mile to help students improve on their academic performance.
Now, granting that the teachers have done everything they possibly could to help the students pass but their efforts proved futile, would failing the students be considered justifiable already?
Should teachers be applauded when they take the moral high ground and say that schools are committed to excellence and passing failing students would be tantamount to promoting mediocrity?
Failing students is not a simple decision to make. Whether or not to pass students is a path that should be carefully tread. There are a lot of things to be considered before making the final decision. There are questions that the teachers need to answer very clearly. Questions that would lead to more questions.
Do the grades teachers give truly reflect the abilities of the students? Let’s say that the answer is yes. The next question would be, “Were the tests the teachers made valid? Did the teachers make sure that their tests measured what they intended to measure?
There are more questions – Were the tests the teachers designed in congruence with the strategies they used when they presented theirs lessons? What informed the strategies that they have selected? What foundation of learning and teaching did they stand upon when they delivered their lessons? Did they consider the abilities of their students when they designed the activities in the class? Or is it a matter of whatever decision they make as teachers are contingent upon their personal comfort?
Yes, the role of the teacher is that complicated. That’s why the decision to pass or not to pass a students is actually an examination of the teachers’ conscience. It is answering the ultimate question – “Did I really do my job as a teacher?”
Ask teachers if they are really doing the things expected of them and their response would be an unequivocal yes.
So here is another question – “Why would students fail if teachers are doing their job well?”
The question above leads us to the next question – “When students fail does it mean they did not learn?”
Students failing means they did not pass majority (if not all) of the tests (short or long, oral or written) the teachers gave during the entire term. All of those tests are meant to evaluate learning that was supposed to have taken place when the teachers discussed their lessons and did all the activities they designed for the class. So, if the students failed the tests it would mean they did not learn.
Why did the students not learn? What happened? Did the teachers bother to know why? Could there be something wrong with their strategies? Like their strategies probably did not work or something could be wrong with their methods of testing. Yet, they did not bother to adjust and allowed the accumulation of failed tests on the part of the students.
Only the teachers who are pedagogically trained would be able to detect when something is not right with what they are doing. If they are true to their calling as teachers, they would do something about it. They will make the necessary adjustments. If they don’t care then may God bless the students. It’s much worse when those hired to teach are not really trained as teachers. They don’t have the pedagogical skills to understand what is really happening. For them, it’s just a matter of when the students don’t get the scores required they fail. That’s it.
Let’s bring back one of the questions posed earlier – “When students fail does it mean they did not learn?”
If the answer to this is yes it means that the grades of the students reflect not only their performance but that of their teachers as well.
How true is it that “it’s not teaching if there’s no learning.” Can the teachers claim they did their job as teachers even if their students fail?”
When students fail the tests meant to evaluate learning then the activities designed and strategies selected fail to help achieve the objectives. It is the responsibility of the teachers to make sure that their objectives are attainable and the corresponding activities and strategies are effective. It is their responsibility to make sure that their students would succeed. It is as simple as that. A philosophical mind is not needed to grasp that… just common sense would do.
The worst thing that can happen to students is to have teachers whose view of education is myopic – teachers who judge students according to the numbers they crunch during tests and recitations. The students are much more valuable than those numbers.
Education transcends all statistical data that teachers collect during a school term. Yes there are written rules. There are policies and regulations. But they are not absolute. Education cannot be confined to a box. It is more than black and white. It is as colorful as the rainbow. Teachers should lead their students to the proverbial end of that rainbow where a pot of gold – a good future – awaits them.
One morning, I witnessed how an English teacher masterfully discussed the intricacies of the English language. It would take a paragraph or two should I explain in details the things he talked about. Let me just say that he is every inch a native English speaker. His knowledge of the phonemes, morphemes, lexemes, syntax and context is impeccable. He dissected the language so skillfully and the way he did it almost made me envious. I was reduced to being a listener uncertain whether I just wanted to make sure not to miss anything new (something I don’t know yet) from what he was saying or I have nothing more to share because he had everything covered about what he was discussing. I wasn’t really sure what prevented me from saying anything. Maybe I was intimidated by his evident mastery of grammar, semantics, and pragmatics or I just did not like to gatecrash into his moment to showcase his brilliance.
That teacher held court in his impromptu lecture. He had the attention of everybody present. It was difficult to judge the intentions of my colleagues whenever they (unsolicitedly) share their expertise like that. Was it to impress upon us (their co-teachers) that they know that much or they simply would (good-naturedly) like to help us learn more about the subject (English) we’re teaching.
Later that day, I changed upon a student who attended my English class in a previous semester. That student was one of the best in my class. Like me, he was heading out of the campus. After the exchange of greetings, I asked “Who’s your English teacher this semester?” The student already started responding before I recalled that I have previously made a promise to myself never to ask any of my former students that question for the reason that a few of my previous attempts led to the opening of “a can of worms.”
But it already happened – I asked that stupid question again.
The student named the teacher – he was the one I heard deliver an impromptu lecture about the English language earlier that day. After that, the student heaved a sigh and said, “We could hardly understand what he’s teaching.”
I looked at him seriously and all I could say was “Really!?”.
He nodded and said one more thing, “He is also very serious.”
Before he could open wider that “can of worms,” I told my former student to give that teacher more time to adjust since the semester is still a long way to go. Then I quickly redirected our conversation to another topic after that.
What’s amazing is that the occurrence – of me one day hearing a colleague deliver a brilliant impromptu lecture but later that same day (or within the week) I would meet one of his students (who used to be my student also) claiming that they, in the class, could hardly understand what he is teaching – did not happen only once. If my memory serves me right, that’s the fourth time.
It finally made me reflect. That’s the reason I wrote something about it.
It made me wonder (again) how my former students rate my performance as a teacher. What do they really think (and how they feel) about me as their teacher? What would they say to a colleague or their fellow students when asked about me?
Students evaluate the performance of their teachers every semester. It’s hard to tell how reliable and valid are the results of such evaluation. Whether or not the results is a reflection of the true professional and personal qualities of the teachers is a matter of debate.
But valid or not, reliable or otherwise, it’s hard to ignore what students say about the performance and behavior of their teachers. Teachers get to read what students write in their evaluation. They could either agree or disagree with the results of their evaluation. But what the teachers would not know is what students say about them in informal discussions. Only the most naïve among teachers don’t know that students talk about their teachers.
In gatherings, teachers do talk (or should I say gossip) about their students – their performance and behavior in the class. Conversely, students do the same. They talk (or gossip) about their teachers. There are only two possibilities – they either praise or curse their teachers.
One of the most unacceptable things that students could say about a teacher is – they do not (or they could hardly understand) what he/she is teaching.
Witnessing first hand an English teacher discuss with ease the complexities of the English language and hearing a student claim that he and his classmates could hardly understand what that teacher is teaching is quite paradoxical.
So I asked myself this question that night – Which is true… my impressions about that English teacher or that of his students?
What could have gone wrong?
My former student said that their current English teacher is very serious. Is that the problem – good rapport does not exist between him and the students? It is no secret that teacher’s personality is correlated to students’ academic performance.
I tried to think of other reasons.
Then I recalled my teaching demonstration when I was applying for a job right after my graduation. When the high school principal called me to her office to discuss the results, she told me I did great. But she said there was a problem – I explained things in a way that only students enrolled in a graduate program could understand.
Could that be the reason?
If that teacher carry out discussions in the class in the same way he explained the grammar topic to us in that gathering earlier that day then that exactly is the problem. You cannot discuss a grammar point to students trying to learn the language the way you would to teachers teaching that language. I think that is not a rocket science.
There are two things I learned before I officially began my teaching career – adapt my strategies and materials to students’ levels and simplify my language.
The problem is there are teachers who have a “one-size-fits-all” mentality thinking that educational processes and approaches to teaching and learning are standard and could not be tailored to meet individual needs. They wouldn’t buy into the idea of differentiated learning and teaching.
They will never accept responsibility when their students don’t learn.
Their standards are as immovable and high as Mt. Everest. The students have no other choice but to climb their Mt. Everest.
For them, it’s the fault of the students when they fail.
No two teachers use the same lens when they view teaching as a profession. Even if teachers are made to use similar lens, they would still look at their job (as teachers) differently. They have perspectives, educational and personal, that are uniquely theirs – or some of them may have none at all.
Teachers don’t have the same set of knowledge, skills, attitudes, and values either. Like their fingerprints, their mindsets, tendencies and other personal qualities are very unlikely to be identical.
When given the same course syllabus, we should not expect them to map out their daily lesson plans in the same manner. They would design learning activities and deliver or carry them out in ways they see fit. Some would not bother to plan anything
The work attitudes of teachers are also not the same.
There are those who are so conscious about the number of hours they are required to serve as stipulated in their contracts. You could not expect them to go overtime and do extra job – unless you give them extra pay or service credits.
Conversely, there are teachers who are willing to go the extra mile. They assist their students beyond their assigned teaching hours and volunteer for tasks and do things not written in their job description, expecting nothing in return.
Of course, the worst are those teachers who either come to class late or dismiss their classes earlier than expected – or both. For reasons only them know, they do not perform their assigned tasks the way they ought to. They submit required paperwork either late or not at all.
If you are a teacher reading this, here is a question for you, “In which of the three groups do you belong? Of course, only you know. At the very least, be not the one described in the paragraph right above this one.
There are teachers who are eternal fault-finders always trying to find something wrong – either with the policies being implemented or with their colleagues and administrators. And should they succeed in finding one, they would either whine or gossip about it, or both.
Teachers also differ in the way they treat their students.
Some teachers would set standards that are difficult to achieve while others know how to calibrate their standards to give even the slowest of learners a chance to succeed. There are teachers who have “one-size-fits-all” mentality thinking that educational processes and approaches to teaching and learning are standard and could not be tailored to meet individual needs. Conversely, they have counterparts who understand that students have different learning styles, abilities, and personal backgrounds. They know that they must recognize the uniqueness of each student (or groups of students) and differentiate their methods and strategies as teachers. These teachers don’t believe that standards are absolute.
Describing how teachers are different from one another could boil down to the following statements: 1. There are teachers who display both passion and compassion – they are passionate about their job and compassionate to their students; 2. There are teachers who have only one of the two; and 3. There are teachers who do not have both.
And again, if you are a teacher reading this, here is another question for you, “Which of the three statements in the paragraph above applies to you?”
If it’s the third one, you could be in the wrong profession. Think about it.
Now, let’s try to find out why teachers are not the same.
In doing so, let’s answer the following questions:
“Why do teachers view their profession (or approach teaching) differently?”
“Why do they have different work attitudes?”
“Why are some passionate with their job and compassionate to their students while the others are not?”
Before we answer those questions, it is important to note that there are only two ways to classify the way teachers perform – effective or ineffective; two ways to label their work attitude – good or bad; and two ways to view the way they treat their students – fairly or poorly.
What could be the reason teachers treat their students the way they do? Some teachers are perceived by their students as mean, unfair and inconsiderate. Is it because these teachers were not taught by their parents the values of kindness and fairness during their formative years? Did their experiences in life make them rude? Or were they treated in the same way by their former teachers and they are thinking that being mean, unfair, and inconsiderate to students is nothing but normal.
Teachers need to be reminded of the importance of establishing a good rapport with the students. In several studies conducted, what emerged as among the top qualities of effective teachers as perceived by students include “the ability to develop relationships with their students” and “patient, caring, and kind personality.”
As Andrew Johnson puts it, “Teaching starts with a relationship. Until then, you are just a dancing monkey standing up in front of your students performing tricks.”
The hardest stone that school authorities could pick up and hit their heads with is if they would decide to hire a “nonteacher” to be a teacher. There are teachers in (some, a few, or is it many?) schools who are not really teachers by profession. They either have non-Education degrees or they did not receive any kind of teacher-training but were lucky to be hired for whatever reasons only those who hired them know.
How could a “nonteacher” be effective and passionate in a job completely alien to him/her?
Being a math wizard doesn’t give one the right to become a Math teacher. Having a perfect accent and impeccable grammar in English doesn’t make one qualified to teach English. These are things I emphasized in one of my essays about teaching. It doesn’t mean that if you know it, you can teach it.
How do we expect somebody who has no training in pedagogy to be effective in preparing a lesson plan – to set objectives, to choose the strategies and methods appropriate for a lesson and the levels of students, to motivate students before delivering the lesson, and to create tests intended to measure and evaluate learning.
Do you really think that teaching is just another job?
How do we expect a “nonteacher” to understand what kind of work attitude teachers should have and to agree with Ben Orlin who sees teaching as an act of self-sacrifice, as a hard path undertaken for the greater good?
So, when colleagues in the academe are not performing and behaving the way a teacher should, check their academic background. They could be “nonteachers.” (And excuse me for using the word “nonteacher.” It’s not in any dictionaries I checked online, except for one – http://www.yourdictionary.com.) I just can’t think of a word that could best label professionals in the academe that were allowed to teach even if their degrees are not related to education or they did not have any training as a teacher at all.
But a more serious concern in the academe is this – Why are there teachers who were trained to be teachers who act as if they themselves are “nonteachers”?
The way teachers perform are dictated by the personal educational philosophy they developed when they got exposed to the many isms they studied while pursuing their education degree. Such philosophy would evolve through time as they accumulate actual teaching experiences. Teachers also have personal belief systems that inform whatever decision they make. Or their decisions are influenced by the colleague they surround themselves with.
The way teachers behave and talk reflect the kind of personal educational philosophy they have (or the absence of it). The way they conduct themselves as professionals depends on whether they adhere (or not) to the code of teacher professionalism.
When teachers act and speak strangely, it is possible that they don’t know that there exists a code of professionalism created so teachers would be guided accordingly. Or they chose to ignore it.
But even if let’s say teachers are not aware of the existence of such code of professionalism, common sense would tell them that they ought to be careful with whatever they say or do or else they will be charged with conduct unbecoming to a teacher.
That is if they care and it’s not only the paycheck they are after.