The Power of Belief

My second year of teaching, there was a delay in teachers receiving student performance data from the previous year’s mandatory state assessment test. At the time, I taught 12th-grade English (ELA), and my students were considered high risk for not graduating. Little did I know that this delay would teach me one of the most profound lessons of my teaching career.

One young man in our class was the type of student that teachers dream of having. He consistently completed his assignments, arrived prepared for class, asked insightful questions, participated actively without overshadowing others, and possessed an unwaveringly positive attitude. Naturally, his academic performance matched his dedication, and I often held him up as an exemplar of perseverance and determination. Beyond his academics, his kindness and approachability made him a role model for his peers.

However, what I didn't know, owing to the missing assessment data, was that this exceptional student had failed the state assessment at every grade level — the very test required for high school graduation upon reaching high school. At that time, the minimum passing score was set at 300, and he had never managed to surpass 200. However, the absence of this information allowed me to teach him without preconceived notions.

Going by his class performance, I had fully expected him to pass the state assessment. He had two opportunities to take the test that year—once in the fall and another in the spring. During his first attempt, he earned a score of 270. Again, not knowing his past, I assured him he’d probably just had a bad day but would surely pass it in the spring.

The data was finally released in late fall / early winter. When I first studied his previous scores, I was in shock. I even checked to make sure there wasn’t another student in school with the same name. In my mind, there was no way these could be my student’s scores. However, they were. Baffled, I contemplated what it meant.

The answer became clear: his improved score in the spring was a result of the belief we both shared. I had never doubted his potential, and that unwavering faith had a transformative effect on him. Despite the data that indicated otherwise, I refused to entertain the possibility of his failure.

Data, undoubtedly, is grounded in facts. However, in my mind, I firmly believe that hard work and determination can surmount numerous obstacles. The weight of belief and expectations are incalculable.

When spring rolled around, he passed with a score of 310!!

From that point onward, I made it my mission to instill unwavering confidence in my students. I believed in them until they found that belief within themselves. It has never let me down. Of course, certain criteria must be met: students must work diligently and consistently without wavering. Complete faith requires mutual dedication. I must carefully assess their skills and current achievements to ascertain their strengths and learning preferences. Most significantly though, I do not let the data determine the student’s potential!!

I often reflect on what might have transpired if I had possessed the data at the beginning of the school year. As a young and inexperienced teacher, would I have placed more faith in numbers than in the student's ability? What if I had believed numbers determined the young man’s likely future performance? These are questions I am so happy not to have answers to. Instead, I have solid experience of repeated instances of what happens when you treat people as you know they can be; when you treat them as they are striving to be.

Belief, it turns out, is one of the most powerful tools in a teacher's arsenal. It has the potential to unlock doors and shatter ceilings, allowing students to achieve more than they ever thought possible. It's a simple yet profound way to increase student success; academically and personally.