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Journal: Expectations for Learning An Artifact for Standard #3, by Jacob Choi I was asked by students today, “What if I already passed the HSA? Do I need to take it again?” after answering their inquiries into why our Algebra I classes were going back to revise older units’ material. In a sense, they were asking a few questions within those two questions” What do you expect me to achieve?

When can we stop learning?

And why is this stuff so hard?!

The simple answer to these questions is not simple explanation, but moreso, a simple passion of inside of the teacher who believes in the strength of his or her students to do well. Indeed, we are not interested in seeing if a child can pass a state test—that is called teaching to the test and is notorious for developing short-term, rote-memory learners. That is, if you can call short-term rote-memory a process of learning.

So how high do I expect my student to soar? It has been a common theme amongst the college students I have tutored, Bible study members I have taught, and now, high school students who are in the lowest portion of math at B-CC. With any of these groups that I have taught, my answer has still remained unchanged: You grow at the pace you wanna go, and if you can shoot for the highest star, you’re still aiming too low!

The challenges these students face are not few, and I believe that in giving these challenges to the students, I as a teacher must firmly believe that they can beat the problems.

Secondly, I also encourage my students to beat the problems and motivate them. Mr. Costello has a smart way to have kids realize that math is no easy feat, because “if it were easy, we’d call it English!”

Obviously, I like to bring on that same caliber of humor too, and it is funny because it is true! Students who grasp the material will take it for granted and soon start asking what the purpose behind this mathematics deal is, while others who have difficulties will desire to buckle under the pressure. Still, it remains consistent that I push my children to the point where they are exposed to the reality that they must believe they can solve the problem, while also knowing that I am here to support them.

As John Dewey mentioned, “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” If education is life, and education is also growth, then life is about growth, and in order to grow, we must embrace the challenges set before us. Therefore, my expectations upon my students will never come close to the standards set upon by any county or state—they shall be upheld by the motivation of the students who seek to succeed.