A student's success

Ted (alias) is extremely intelligent, but the traditional school setting does not showcase his talents. If we were to look at Ted’s multiple intelligence profile (Gardner, 1999), we would see that he has strengths in the interpersonal, visual/spatial and bodily/kinesthetic arenas. Ted has not had many successful experiences at school. His grade point average is low because he fails many classes and passes many with Ds and his behavior record is atrocious. Ted seems dejected at school except for lunch break where he seems to come alive. This is my second year having Ted in my class. He first took chemistry and failed miserably as he did not turn in homework nor did come in for help despite my best efforts. Even though Ted did not do well in class, we had an unspoken respect for each other. This year Ted is in my biology class and I finally convinced him to take a “structured study hall.” In this study hall, the ratio between teacher and students is about 1:5 and the focus is for the student to learn study skills and time management skills.

I allow retakes in my biology class on the quizzes provided the students complete an additional study guide before the second chance quiz. On the first quiz, Ted earned a sixty percent D-. On the bottom of his quiz, he wrote, “I hope I did well, this is the first quiz I had ever studyed for.” I was encouraged and I wrote back that I hope he studies for the second one too! Two days later Ted turned in his study guide completed and asked for the second quiz. Ted earned a B-! As always with As and Bs, I put a dorky sticker on the top and returned the quiz. I never saw Ted so excited or happy. He ripped the sticker off his paper and proudly wore it on his shirt ALL DAY LONG. I truly hope that Ted realized that his efforts before the quiz paid off after the quiz. I anticipate another B on the next quiz and a proud student wearing a sticker all day.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.