What is the commonsense definition of a “good student”?
According to Kushamiro in “Preparing Teachers for Crisis: What It Means to Be a Student”, a good student must exhibit a certain set of qualities: They must be able to focus on the teacher while at their desk,they begin a task as soon as it is asked of them, they are able to monitor themselves, they can only interject or ask questions if their hand is raised. The problem with assuming that a child who preforms these tasks with ease is a “good student” and all others are not, is that it favors only a few students.
Students who are privileged by this commonsense definition are auditory and visual learners who are assumed to be confident to begin a task right away, without delay for fear of failure. Students who are at a disadvantage because of this definition are those who may need to move around, students who learn kinesthetically. It also disadvantages students who may have ADD or ADHD, or other qualities that mean they may require help staying on task. It discourages students from presenting their ideas unless they are brave enough or willing to wait and raise a hand, and even then their idea or quesion may not get to be shared.
This commonsense definition of a “good” student makes it hard for those disadvantaged children not only to learn, but to feel accepted within their classroom as legitimate learners, as good students because they don’t fit the definition of a “good student”, no matter how willing to learn they may be. We as teachers have to understand that all students have the potential to be “good “, and that the definition of a “good” student is not static.