What Students Really Need to Hear

It’s 4 a.m.  I’ve struggled for the last hour to go to sleep.  But, I can’t.  Yet again, I am tossing and turning, unable to shut down my brain.  Why?  Because I am stressed about my students.  Really stressed.  I’m so stressed that I can only think to write down what I really want to say — the real truth I’ve been needing to say — and vow to myself that I will let my students hear what I really think tomorrow.

This is what students really need to hear:

First, you need to know right now that I care about you. In fact, I care about you more than you may care about yourself.  And I care not just about your grades or your test scores, but about you as a person. And, because I care, I need to be honest with you. Do I have permission to be honest with you — both in what I say and how I say it?

Here’s the thing: I lose sleep because of you.  Every week.

Before I tell you why, you should understand the truth about school. You see, the main event of school is not academic learning. It never has been. It never will be. And, if you find someone who is passionate in claiming that it is about academics, that person is lying to himself or herself and may genuinely believe that lie. Yes, algebra, essay writing, Spanish, the judicial process —  all are important and worth knowing. But they are not the MAIN event.

The main event is learning how to deal with the harshness of life when it gets difficult — how to overcome problems as simple as a forgotten locker combination, to obnoxious peers, to gossip, to people doubting you, to asking for help in the face of self-doubt, to pushing yourself to concentrate when a million other thoughts and temptations are fingertips away.

It is your resilience in conquering the main event — adversity — that truly prepares you for life after school. Because, mark my words, school is not the most challenging time you will have in life. You will face far greater challenges than these. Sure, you will have times more amazing than you can imagine, but you will also confront incomparable tragedy, frustration, and fear in the years to come.

But, you shouldn’t be worried about the fact that you will face great adversities. You should be worried because you’re setting yourself up to fail at overcoming them. Here’s the real reason I lose hours of sleep worrying about you: You are failing the main event of school. You are quitting.  You may not think you are quitting, but you are because quitting wears many masks.

For some, you quit by throwing the day away and not even trying to write a sentence or a fraction because you think it doesn’t matter or you can’t or there’s no point. But it does. What you write is not the main event. The fact that you do take charge of your own fear and doubt in order to write when you are challenged — THAT is the main event.

Some of you quit by skipping class on your free education. Being punctual to fit the mold of the classroom is not the main event of showing up. The main event is delaying your temptation and investing in your own intelligence — understanding that sometimes short-term pain creates long-term gain and that great people make sacrifices for a greater good.

For others, you quit by being rude and disrespectful to adults in the hallway who ask you to come to class. Bowing to authority is not the main event. The main event is learning how to problem solve maturely, not letting your judgement be tainted by the stains of emotion.

I see some of you quit by choosing not to take opportunities to work harder and pass a class, no matter how far down you are. The main event is not getting a number to tell you you are worthy. The main event is pulling your crap together and making hard choices and sacrifices when things seem impossible.  It is finding hope in the hopeless, courage in the chasm, guts in the grave.

What you need to see is that every time you take the easy way out, you are building a habit of quitting. And it will destroy your future and it will annihilate your happiness if you let it.   Our society cares nothing for quitters.  Life will let you die alone, depressed, and poor if you can’t man or woman up enough to deal with hardship.  You are either the muscle or the dirt.  You either take resistance and grow stronger or blow in the wind and erode.

As long as you are in my life, I am not going to let quitting be easy for you.  I am going to challenge you, confront you, push you, and coach you.  You can whine.  You can throw a tantrum.  You can shout and swear and stomp and cry.  And the next day, guess what?  I will be here waiting — smiling and patient — to give you a fresh start.  Because you are worth it.

So, do yourself a favor: Step up.  No more excuses.  No more justifications.  No blaming.  No quitting.  Just pick your head up.  Rip the cords out of your ears.  Grab the frickin’ pencil and let’s do this.

— C. Mielke


➡️ Invite Chase to Speak at Your School or Event.

 

1,806 responses to “What Students Really Need to Hear”

  1. Reblogged this on Sullivan Leadership and commented:
    In many ways this post reminded me of “Dumbing is Down: The Hidden Curriculum of Compulsory Schooling” by John Taylor Gatto. Also, while Mielke has some strong language I need to believe, as an educator, that there are reasons to study my chosen discipline. Not conveying those true reasons is an embarrassment to education.

    All that being said, this is a great post for teachers to read. The challenge of the quitter mind set is one that we must tackle head on.

  2. So why DO teachers make academics out to be the main event if they rightly know it isn’t? I have a feeling some will blame ” overachieving parents” or “standardized tests” or “the law”, etc. What I would like to know is what teachers are doing to overcome those “adversities”. Please don’t lose sleep at night and instead, act upon what you know in your heart to be the right thing for your students. Teachers are a lot more organized than parents and thus have the voice and the muscle through unions to influence what goes on in the classroom. Thanks for bringing up such a relevant topic.

    1. Unions? Please expound.

      1. While there is always a mirad of mentalities which are drawn to a particular profession, teaching does pick up it’s share of both underacheivers and those with agenda, especially thru issues which would be better off treated by conventional therapy than OJT On the job therapy.
        I have been in both secondary and post secondary ed, and can tell you from personal account, that there is a higher % of “weirdos” in education than in many other professions. You can see the rash of sexually related infractions all the time. You can see the evidence of over zealous teachers and administrators punishing kids for having items like a pop tarst with bites out of it making it shaped (in THEIR heads) like a gun.
        After I retired from the UNI where I worked in Md. I sometimes subbed where the wife taught HS. I was asked to cover the in school suspension room for a month. Those kids had been treated like prisoners….in just 3 days, we had a classroom with absolutely no trauma, and, it actually became productive….students could feel confident they would have some of the stumbling blocks which had perplexed them elimimated which were caused by poor instruction in previous semesters. I had to report a rouge teacher, who was single handedly respondsible for flunking hundreds of kids over the years in math, when I saw some of the assignments he gave them to work on when he sent them to my classroom. They were PhD level lessons with no available text or reference of any kind, for additional study. I confirmed this with the UNI I came from. He was a “good ol’ boy” with a brother in local politics and they were afraid to rattle anything. Disgusting

  3. Nearly cried, I was so moved by your words from the heart. You should be writing a book, and please keep blogging!

    1. Oh, also shared this to my facebook. Parents, students and teachers galore.

  4. Wonderfully written!! All college age kids need this, even the ones who say they don’t. I needed someone to say this to me when I was there. It is so true! I would like to repost this if it’s ok, I will wait to hear from you. I have a junior in college now. He has done well. Love that u care about your students. From a retired Elementary school teacher!

  5. Cheyenne Slocum Avatar
    Cheyenne Slocum

    This article sounds great at first but it really is only hitting the surface. There’s a reason why a child acts out at school. Most likely they aren’t getting the attention they need at home. These quitting teens you are speaking of probably were never taught the tools to learn and grow as young children which makes it that much harder to do as a teenager. It’s easy to say, “man up”, but if you really cared… like you say you do, you wouldn’t just dismiss them. Telling someone to “man up”, is the equivalent to telling them to stuff their feelings and move on… No one wants to quit and fail. What if you don’t have a support team at home? Where are you supposed to learn these life skills? Children are a product of their environment. Maybe you should write a letter to all the dysfunctional families rather than singling out all the quitting teens.

    1. I find it interesting that you read this as a dismissal of my students. Those for whom this was written do need life skills, no doubt. Some of them do have challenging parents and backgrounds, indeed. But, nowhere is there an implication that I will not support them to LEARN how to “man up” and “woman up,” to help them learn from mistakes, nor to do everything I can to guide them.

      1. Thank you for that! It seems like a lot of absent parents that dont guide their children are offended by this! They need to woman an man up too! If your not going to support your kids mentally, emotionally,etc don’t have them! Great job I wish there were more teachers like you out there that care more about their students then the vacation time they get throughout the year. And standup when they see things instead of allowing the higher ups dictate to them!

      2. The foundation that Cheyenne is talking about is better laid in the early, elementary years. It is also important for home and school to work together to help develop the child. That being said, the reality is that this does not often happen. Therefore, at what point do kids themselves learn to take responsibility for themselves? Chase makes the point that self discipline will lead to success and happiness, which is exactly what we all wish for our students. At some point these “kids” need to grow up and hear the truth. Better to start developing it now with mentors who care about you, than waiting for the “school of hard knocks” to teach it to you. Well said Chase.

      3. I didn’t get a sense of dismissal of your students at all. I have spent most of my teaching career teaching students whose home lives are not typical US middle class and the skills you are addressing are not the skills they are learning at home. I too was one of those students 30+ years ago and having a teacher care, because that’s what I hear in your letter, and help you figure out the game of life is precious. Thanks I like your letter its along the lines of one of the new buzz words “warm demander”

  6. Awesome. Inspiring.
    Congrats on being Freshly Pressed!

  7. I love this! As a college student myself, it is inspiring to hear what GOOD teachers actually think of their students. I can’t say all my professors actually care, like you claim, but for the ones that do – I wish they would tell us what they think like you did. Clearly I am currently procrastinating, but hey, after this I’ll pick up my frickin’ pencil and start woman-ing up. Thanks for the inspiration!

  8. Love this. You are a true educator. Kudos.

  9. Reblogged this on allmydirtylaundry and commented:
    Inspirational piece on educators. Absolutely love it. Hope you enjoy too.

  10. Reblogged this on Lisa Rose's Blog and commented:
    As an early childhood educator, I see my role as a scaffolder for the main events talked about in this blog. I see it as my job to give students the language and encouragement in early schooling that will help them cope with the challenges that lie ahead. Language and attitudes used with students are a big part of this: using words like strategy, try again, great effort, work it out, talk it out. I need to teach students the basics of perseverance and give them the voice inside their head that says “don’t give up”. That voice should be in their heads from birth, but I guarantee any student I teach won’t leave my classroom without getting that voice from me.

  11. Wow, incredible piece of writing. I have never thought about school this way but you’ve changed my perspective. I guess I’ve always been a bit of a quitter. Now I’m going to try and push myself to “woman up” and work at what I don’t think I can do. Thanks for this!

  12. Oh, my. This is amazing. Very good stuff. Thanks for the inspiration. 🙂

  13. Reblogged this on Ms. B's Space and commented:
    Amazing. Please read.

  14. Alfie Kohn: “If a practice can’t be justified on its own terms, then the task for children and adults alike isn’t to get used to it, but to question, to challenge, and, if necessary, to resist.”

    http://www.alfiekohn.org/teaching/edweek/bguti.htm

  15. Reblogged this on mychellya's Blog.

  16. i went to school haha! the magic and the sticks so many thinking of the coy in the pond where you can learn of these.

  17. Mrs. Davenport Avatar
    Mrs. Davenport

    Reblogged this on Mrs. Davenport's World English and commented:
    Excellent.

  18. Very well written..I’m going to have this dialogue with my high school students…I work at an alternative school where other teachers and administrative have given up on them..this is the reality check students need to hear..keep blogging..passionate teachers lose many nights of sleep trying to make it right for students.

  19. Reblogged this on Cassiology Chronicles and commented:
    I’m only a peer educator/volunteer for schools, but students need to know these things, regardless of age.

  20. […] drives good teachers. I am still working out how to share it with all my students this term. Read it for […]

  21. Reblogged this on GOannnaa and commented:
    Wow.. truly inspirational.

  22. […] seems like this post has/or going to be trending for the next few days on facebook since it IS the exam period. Its a […]

  23. I cried when reading this. I wish you were my teacher, and I am so lucky to have found your blog. You have opened my eyes to what school can do for me. If only there was someone like you in highschool that cared this much & explained it as well you just did.

    Or maybe I just needed to grow up a little more to listen.. However
    Thank you.

  24. […] was just reading Anna’s blog page and came across a very interesting blog that she had re posted called what students really want to hear. If you have a spare two minutes I […]

  25. Reblogged this on cathywyatt313's Blog and commented:
    This is a fantastic post and something I would really like to share with my students. Also good to know I am not the only one awake at 4am worrying about students

  26. I think i have mix feelings… On one hand, i really want to thank my teachers for their hard work and persevere on, come hell or fire. However, on the other, i just don’t want to it.

    I want to sit down and read tons of books, immerse myself into fantasies, and write a new book. I want to sky dive, I want to stare at different expressions that people make, i want to have the time of my life and i don’t really want to waste it on studies.

    I’ve asked my parents, my elders, my teachers (even my elementary principal) whether they’ve used any of the scientific principles that their teachers taught them, or perhaps used the history of the world to solve some questions that bother the world today. Their answers are always a ‘NO’.

    That was the turning point of my life. If their answers will always be a ‘NO’, why should i learn it then? Why can’t i learn something else? Why can’t i learn something that is of used to me or something i just really like? For example, the analysis of literature works and how it affected the world of Elizabethan era and how that in turn affected our world in terms of the opinions that the general public have on witches and magic?

    Why maths? Why Chemistry? Why Physics? Why Literature? Why history? Why why why why why. That’s what we students want to know.

    The problem isn’t picking up the pen, the problem is why i should pick up that pen.

    If adults can’t even give me a good answer, i will not pick up the pen (even if it is the last year of middle school for me). It hurts. Watching you adults grow up, drag your feet to work, paste a smile on your faces and try to reassure us children that ‘It’s alright’ is crushing. I don’t want to be like that. I want to be happy but it seems impossible in this society.

    I may be ignorant but i can see through all of the masks that adults attach on their faces because half of my own is already on…

    1. Just have to say, you are pretty well spoken for end of middle school. I think you have a talent for words. I took 27 years to make it to college and just about to finish but nearly didn’t graduate High School. I was surprised to learn that I can learn and use proper grammar to my advantage. Also, that I was doing algebra and geometry for years as a professional gardener. I just didn’t know it 🙂 To me it was just the math I had to do to find out what I needed to buy, or spend, without taking extra trips to the store because I underestimated. Hang in there, do what you have to do for school, but please keep writing and learn what you care about on your own time if the school can’t provide. I wish you well.

  27. francesgabriel75 Avatar
    francesgabriel75

    Reblogged this on Walking the talk and commented:
    What many teachers want to say … and what many students need to hear.

  28. (After a particularly terrible stretch, this is what I wrote for my class)

    An Analysis of 6th Period Writing Class

    Life is difficult. No matter what anyone says, who can deny that simple truth? Outside forces battle us at every turn. That stress comes at us from every angle—physical, environmental, emotional, and psychological, and it just doesn’t stop. Everyone understands this, but not everyone can handle it. Life is also about love and happiness, but the competition that is inherently at the heart of life can wear a person down. The sixth period ELA classroom, as taught by Mr. P, contains about 31 students, and some of those students are chronically tardy, chronically absent, and chronically misbehaving. There are, in some cases, also students who show up everyday, ready to learn, and ready to write, yet they are bombarded with laughing, shouting, and cursing classmates that do almost everything they can to keep the teacher from teaching and their peers from learning. The biggest reason, however, that the sixth period ELA class has become so terrible is not the deplorable behavior or lack of respect for oneself, the teacher, or other. What it all boils down to is fear. Fear of success. Fear of failure. Fear of fear. Life (and school) is just too difficult, and they won’t succeed.

    Misbehavior rears its ugly head as tardiness in every classroom. Certain teachers suffer more than others, and there are many students that suffer more than others from their peer’s actions within the classroom. However, no one suffers more than the student who comes in late. For instance, two or three students actually show up on time to their sixth period class consistently, while the others walk in anywhere from two to ten minutes late. Some students arrive even fifteen to twenty minutes late for a class of forty-five minutes in length. When tardiness becomes a habit, it then becomes misbehavior, because students who arrive late are disrupting the class. As the teacher begins to discuss the day’s lesson and what is expected at the end, students (perhaps the term “students” shouldn’t be used since some of these kids aren’t even there to learn) come in at differing times, with differing volumes of talking. Not only do they come in talking, but also some of them stroll around the room saying “hi” and shaking hands with friends they just saw outside the classroom just minutes before. They apologize for their lateness (sometimes), but those apologies are empty; clear and tasteless and the teacher sees right through them. Misbehaving in this way can be seen as laziness, rudeness, or any number of unfortunate labels, but I believe it is fear that sits at the head of it. What is scarier than sitting in a quiet class, with the teacher’s attention placed on you and ready to watch you work? These kids have to turn their attention elsewhere before the class because they are afraid of spending too much time in a room and facing the things that they need the most help with. It really is terrifying to know that you are not good at something and have someone expect you to work to get better. Some may ask themselves “What if I don’t get better?” That is a valid question, but how can anyone get better if they don’t try? Chronic tardiness becomes misbehavior because students really are afraid of spending too much time in something they aren’t good at doing, and spending a short time at something is way easier than toiling for extended periods of time at difficult work.

    Raising the volume can definitely take the attention away from the work. Laughing and shouting in the classroom is the next proof of fear. After the class settles, somewhere around ten minutes later than it should, it usually gets quiet. This quiet gives a false sense of security to the gullible teacher- Mr. P then believes that they’re ready to learn, and that this day will be different. Some of the students even hope, P can see it in their eyes, that this day will be different, and they will get to really work at getting better. However, that is only because students aren’t afraid of listening to someone knowledgeable talk about something they care about. They aren’t afraid to listen because their thoughts can’t be graded and their thoughts can’t be proven wrong. When work is expected, real work with pens and pencils and paper, the fear creeps in. That is why, when the teacher finishes speaking, when the students are to begin writing, to begin actually showing their thinking, they freeze, and then they need to take that fear and deflect it away from themselves and their poor skills. So, they talk, laugh, and shout. They want others to be with them so they aren’t alone. They want others to judge them on their ability to make jokes rather than their ability to do something that shows incapability. They would rather be judged for being annoying and disruptive, more than they want anyone seeing their difficulties in writing a four or five-paragraph essay. Fear causes their voices to rise, and fear causes them to call out and find others that are afraid as well.

    What can one do when trying fails and misbehavior gets more attention than one can handle? A major way to cope with the stresses of life, in and out of school, is to do absolutely nothing. When we do nothing, we aren’t wasting our time working at something we are not good at. When we do nothing, we aren’t actually failing, we’re just giving up, right? That is a misconception. Doing nothing, is a failure that is toxic and damaging to one’s well being. We do nothing when we fear failure and when we fear hard work. Students who show up to class, some of them show up often, and who choose not to do the work are afraid. They are afraid of a blank piece of paper and they are afraid of thinking too hard. Sometimes, they even pretend to want help, raising their hands, with one sentence written down, or simply their name and a copied learning target written down, only to talk and talk until the teacher comes over. After that teacher takes him or her seriously, and takes time away from truly hard working students to help, the fearful student uses none of that advice, and goes back to doing nothing. Fear is ugly and so is a terribly written piece of work in a writing class. It becomes greater than desire, and a blank page is better than the truth. “Nothing” becomes the new truth and, for some, that void, much like the empty apologies, becomes a barrier between the student and their fear. That nothing becomes a security blanket.

    The 6th period writing class is a terrible learning environment for the students, and a terrible working environment for the teacher. Students who care can’t think, and the teacher can’t teach. The class, however, is definitely not terrible because of students and misbehavior. It is not terrible because of inability. The 6th period writing class is in danger of crumbling under fear. Fear is contaminating the classroom and it must be stopped before it sickens the other classrooms and, eventually, the entire school. The most important course of action to take here, now that the cause has been revealed, is to put fear in its place. If the students cannot do it themselves, the teacher must rise to the challenge and save them from themselves and their all-controlling fears. What he has done is send kids to the dean’s office or even make phone calls home, but the results of these measures are obviously inadequate, and oftentimes do not seem to help. Some things, however, are certain– asking students to be quiet, and making speeches about his disappointment just do not work. If he isn’t careful, that fear will eat away at him next, and all will be lost. How can he inoculate the classroom to protect against this deadly sickness? Perhaps the teacher should create a rule such as “The 2 Strikes” rule, that states: Students have two chances to get themselves and their fears under control, and if (when) the teacher addresses you for the third time, you must take yourself and that disease of fear and remove both from the room before the others get it. Then, when the was has subsided, or you become immune to it, you may return to the class and share that newfound strength with the others. This may help students build up an immunity to their fears and, in time, they can deal with them and fight through them. The status quo is can no longer remain as such…that much is assured. This is not the end of the road for anyone in that classroom, but the beginning of a new and fearLESS journey.

  29. May I have permission to use/ distribute some of your articles with my students and colleagues? “What Students Really Need to Hear” was the first entry of yours that I ever read. I couldn’t sleep and opened my laptop to Facebook at 4:00 AM, and it was the first thing I saw LOL. Your writing is beautiful! I went on to read other articles that were super challenging to me… motivating contexts?!?! uuuuugggghhhh…… how many kids sleep in my class every day??? But I know that you are right… Just to share a few gems of my own with you (15 years of teaching in alt. ed… and not because I can’t hack it in a real school, although I admittedly would go crazy if I had 140 kids to keep up with, it’s truly where I want to be). Here are the best of the best things I’ve come up with… 1. Bulletin board “AVOID THE CRABTRAP” and I have a pic of a bunch of crabs in a bucket. (We live on the coast). We talk about what crabs do to each other… they rip each others arms off trying to get out of the bucket and when one gets a little higher, they push it down to get closer to the top themselves. We talk about what that looks like in the classroom, and “Crabtrap” becomes a tool to call each other out/ hold each other accountable (step 1 in creating a safe environment for kids to take risks in learning). 2. Bulletin board “WHAT DO YOU WANT YOUR LEARNING COMMUNITY TO BE?” On the first day each kid traces his/her hand on colored paper, cuts it out, writes a positive word on each finger describing his/her ideal classroom, sign the palm and glue it to the board. That is their contract with me and with the class. That is what they will be held accountable for. 3. Ok, it’s the first year I’ve tried #3, and everything that could go wrong has, but I can tell it will be a winner and a thousand times better next year… motivating contexts… hunger… Almost all of my students are on free and reduced lunch. We attempted to grow a garden this year. Wrote grant, received grant, still waiting on my district office to print purchase order for dirt…. uuuuggggghhhhh!!!!!!!!! 28 days of school left… really?!?!?!!! By the time dirt comes I will store it and do a fall garden next year. As for now we are working with the horticulture dept. on a community garden in the field where my students know they can access free food this summer. I teach ELA. We accessed info. from Clemson University Extension Center… charts and graphs that show growing regions, counties, crops, planting/ harvesting dates, etc. Each class came up with what they wanted to grow, made a growing/ harvesting calendar, designed above ground beds using all recycled materials on campus (cinder blocks and crates mostly). In math they created scaled drawings and determined volume and perimeter of each bed. In ELA we watched documentaries Food Inc, Food Fight, and Soul Food, and read many articles/ informational texts. They wrote research papers “How does food reflect and affect your culture?” This went surprisingly well… we narrowed our food cultures down to Hispanic/ Southern/ Soul Food/ Jamaican/ and American (melting pot). We started seeds in the classroom back in February (which have mostly died now). But students have been super motivated… And (of course) I borrowed every single one of those ideas… Crabtrap (conversation with a gang leader in upstate SC), Learning Community (Jake Hacket from Mid-town ATL- Grady High School), garden (ELA teachers at D.W.Daniel High School in Clemson). I’d love to add your writing to my list of greats! Let me know if I can use it/ reproduce it. Thanks!
    Laurie

    1. I appreciate your kind words. I am glad that you found some meaning in this experience. Never did I expect it to find its way to so many people 🙂 Of course, you may have permission to use it how you see fit.

  30. Reblogged this on 1,000 Words or less and commented:
    Well said, my fellow teacher. I have just said the same thing to a student and the parent. School will be the EASIEST part of a kid’s life, but he or she won’t know this for a few years.

  31. Your piece is inspiring… I would like to add a perspective…

    I’m not a very good writer so try to understand my message please. I realize what I write isn’t necessarily how I would say it in person….

    First off I’m a student… a really late student in college and I have kids and a wife. I’ve had several careers earning well over the minimum mostly in management roles. I quit to start over and gain some much needed specialized knowledge, so I thought.

    College is filed with a bunch of classes, I call fillers and are a waste of time. I’ve taught myself more than my college teaches, but I’m pressured to push on for the sake of appearance….

    Colleges seem to be tainted on ripping people off for financial gain and learning takes a back seat to profits. 1800 a month to learn how to do anything is ridicules. Learning should be free.

    I probably lost most of you with that statement alone. But if you consider most teachers are in it for an easy paycheck, vacation, and weekends off.

    This will at least make available to students the teachers that actually LOVE teaching.

    It seems school is no different than a mindless job. You deal with overcoming objectives and doing as told.

    Life is more complex than just doing as you’re told and dealing with mundane obstacles.

    What happens when you want to develop your mind a different way than everyone else. The brain can only receive so much instruction at a time.

    What about the quitters that went off and became successful honing in on one skill?

    The general nature of school and college doesn’t fit the learning style of most people, it seems to be a tactic to cultivate people that prefer ” receiving instruction ” – like a robot and ” giving instruction” like a business owner, entrepreneur is RARELY taught.

    Why 18 or so years of general b.s designed to teach hidden life skills?

    Why 4 years of college, with the first two wasted on things you learned in high school?

    Why the mystery? Who enjoys tricks and smoke and mirror?

    Kids are smarter than they appear to be.
    Most of the time the reason they aren’t listening to you can be the same reason adults don’t listen to other adults.

    THEY DON’T RESPECT YOU.

    They don’t want your truths to become theirs. In their mind you just aren’t interesting enough, wealthy enough. You’re not capable of teaching them SUCCESS.

    Until you prove that you CAN, you’re opinion just isn’t worth it.

    We all want even exchanges. No one wants to be another’s tool, without some understood reward.

    Imagine a guy or girls manipulation to love you only to sleep with you or marry you… Take your virginity or money… only to teach you that all guys or girls aren’t trustworthy or honest….

    I speak open and honest with my kids about life. I agree with you on allot of your views about the hidden things that you develop while becoming successful in school. But without understanding the skills you are developing what use are the skills?
    We all have seen the most likely to succeed, fail horribly, while the least likely succeed phenomenally.

  32. Reblogged this on landreaulanguage and commented:
    I agree with this author 100% – that’s why I get frustrated, not because you don’t love my subject as much as I do. It’s because you are throwing away opportunities.

  33. Not only students need to hear this. I think everyone needs to hear this.

  34. Reblogged this on itsmehoua and commented:
    Dear Students,

    1. This is real interesting. Seeing what goes on inside a teacher;s head.

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