The Best Thing That Happened to My Teaching Was Letting Go of One Belief
When I first graduated from college and became a teacher, I believed I was largely responsible for my students’ academic success. I took the job very seriously. I planned every lesson carefully, gave extra homework, monitored their progress, and did everything I could to make sure they studied hard. Whenever a student failed, I thought I knew why. He was lazy. Simple as that. Then something happened again and again. Some of my students came from families I knew well. They were my relatives, my neighbors, or the children of close friends. Their parents cared deeply about education. They supervised homework, limited distractions, and encouraged their children every day. The students themselves weren’t lazy either. They listened carefully. They completed every assignment. They genuinely tried. Yet some of them still couldn’t achieve what I expected. I couldn’t blame the student. I couldn’t blame the family either. I knew I had honestly done everything I could as a teacher. So I was forced to ask a question that had never crossed my mind before: What if academic success depends far less on teachers than teachers like to believe? After digging into decades of educational research, I came to a rather uncomfortable