Stupid Kids

I have noticed a definite pattern in a lot of the readings we have, but I especially recognize it with Ann Berthoff's article, "Is Teaching Still Possible?" The pattern is that the errors we see in student papers do not mean that the student is incapable of abstract thought, do not indicate that our students are stupid. I appreciate the fact that Berthoff points out that "What the child does or does not do may lok like what the incompetent or deficient or uneducated adult does or does not do, but it does not follow that the two instances are alike so far as motivation or function are concerned" (331). Admittedly, I think I have been guilty in the past of going along with so many people that apply the Piagetian models to adults. Fortunately, I can admit that I've started to learn my lesson: look for the logical (and consistent) ways that students make errors.

If nothing else, knowing that the mistakes students make are based (in large part) on logical choices rather than on carelessness, or, in extreme cases, stupidity. Granted, for my own sarcastic self, I have to admit that there are, in fact, stupid people out there, but they really are an exception. As so many of the people's articles we have read indicate, most students make errors because they are 1) applying the wrong rule at the time, 2) applying rules that they perceive from their own experience(s) with language, or 3) incorrectly applying a rule they thought their teachers taught them.

Interestingly enough, this brings me back to Patrick Hartwell's article ("Grammar, Grammars, and the Teaching of Grammar"). Connecting the Hartwell and Berthoff articles provides one more support for the notion of looking for aiding students in their work on content before even thinking about correcting grammar, spellings, etc. Granted, this means that plenty of time needs to be given for conferencing and drafting, and students need to have the opportunity to make corrections given.

I promise this is all related, and I'm going to bring it back to the title of this post. I have come to the realization that, with but rare exception, when we find stupid kids in our class, it isn't really the kids who are the stupid ones, but us, as teachers who fail to recognize the logical, intelligent patterns out students use. Even more, it is us stupid teachers who sometimes exacerbate problems by being to anal-retentive in matters of grammar and usage, especially when dealing with second language learners. The solution? Let's be stupid together, and learn from each others' mistakes.