In my ten years of HS teaching I saw good (hard-working, interested in learning) students do well with good teachers, and ALSO do pretty well with poor teachers\u2026<\/p>\n
I saw poor (not working, not interested in learning) students do poorly with poor teachers and ALSO do poorly with good teachers\u2026.<\/p>\n
From this I have derived my Brilliant Insight:<\/p>\n
\u201cThe most important variable in student academic achievement is student academic work<\/strong>.\u201d (not teacher quality, although that can make some difference)\u2026<\/p>\n This Insight gains no traction, in spite of its obvious truth, I think, because ED Leaders, Pundits, Planners, Designers, etc., believe they are helpless to increase student interest in doing academic work.<\/p>\n So they Plan, Lead, Design, Critique, and so on, and the issue of student academic work just gets no attention<\/strong>.<\/p>\n This all seems too simple-minded, of course, but an increase in student academic work is guaranteed to improve student academic achievement (in every group) and it is irresponsible to ignore<\/strong> it, however difficult it may be to influence.<\/p>\n","protected":false},"excerpt":{"rendered":" In my ten years of HS teaching I saw good (hard-working, interested in learning) students do well with good teachers, and ALSO do pretty well with poor teachers\u2026 I saw poor (not working, not interested in learning) students do poorly … Continue reading