ECS 210- The “Good” Student

What does it mean to be a “good” student according to the common-sense?

  • Every teacher dreams of having “good” students. These “good” students are the students that are on time and follow the rules. They follow instructions and do not question anything said by the teacher. They are quiet and good listeners that never speak out of turn, therefore they participate when they need to. These students also test very well and get high grades in whatever it is they are doing. Personally, I think you could call these “good” students “cookie cutter” students as they are all perfect and all the same.

Which students are privileged by this definition of the good student?

  • The students that are privileged by this definition are the students who learn best by seeing and listening. They are the students that can sit in a desk for hours and listening to the teacher’s voice and can take in everything that they are saying. These students typically come from a good/sturdy home where all their needs are being met. They have structure at home so structure at school is normal to them.

What is made impossible to see/understand/believe because of these common-sense ideas?

  • There are numerous students that do not fit into the “good” student category. Unfortunately, these students are often looked passed and therefore struggle with school. Because of common-sense, teachers feel they can only teach one certain way which is not only frustrating for students but also for the teacher because they feel like they are doing something wrong and then have to re-evaluate their teaching. Common-sense has influenced every single one of us, whether it has been influencing the way we learn or the way we teach. The secret is not to be a ‘good’ student and not to teach “good” students, but to realize that every student is different and to be open to change.

5 thoughts on “ECS 210- The “Good” Student

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  1. I like your reference to “good” students as “cookie-cutter.” I agree that what you have described is the “perfect outline of a good student.” Further, our responses to the second prompt are very similar as we both mentioned that we think these “good” students come from a home and family where all their needs are being met. For example, a student that is lacking attention at home may act out in school to get this attention. What do you think would be the best way to handle that scenario in your classroom?

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  2. I love how, for the third question, you focused on those students who are overlooked by teachers because they don’t fit that “perfect” ideal. We are taught from the moment we enter kindergarten that we must fit this “cookie-cutter shape” of what a student should be and if we aren’t then there is something wrong with us. In reality, everyone learns differently and schools should be more focused on accommodating learners instead of creating clones. Would you say that you fit into the category of a “good student” when you were in primary and secondary school? How has this (or if you were not, how has that) had an effect on who you are now and the way that you learn? I think it’s important that we as teachers come to consider the ways in which the generalizations of normal can and will effect our future students.

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  3. I also used the term “cookie cutter” student to show that all “good” students fit the same mold. Do you think there is a common sense version of the “bad” student? In other words, the way we can list things that make a “good student”, can you do the same for “bad” students?

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  4. I love the reference you used at the end of your first paragraph! That is such a easy and short way to describe what a “good student” is. When it comes to privilege and students, I agree for what you said. The children that are in the “good student” category are typically the ones who are privileged. For the ones who are considered a “bad student” mainly struggle and don’t get the proper needs when it comes to their education! Like I said before, I agree with all that you said!

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