Despite all the distancing, I’ve had many more meaningful interactions with my students this semester than I anticipated. Interactions that have left me feeling sublimely aligned with my life purpose.
I regularly challenge students to focus more on learning processes than outcomes. More specifically, I advise them not to focus on grades too intensely. I’m not naive as to why so many of them do exactly that—scholarship requirements, good driving discounts, graduate school applications, and parents’ expectations for starters.
And yet, deep down they know their intense focus on grades often compromises their learning. Many still can’t help themselves.
“Why, do you place so much importance on your grades?” I gently probed with one of my first year writers last week during a one-on-one conference. I don’t remember what she said, but I’ll never forget her follow up e-mail.
“You asked me when we last met why I focus so much on my grades. I gave you the first answer to come to mind. I have put a lot of thought into it. I often look down on myself. I have a hard time telling myself, that I’m smart or interesting or pretty. I have a hard time accepting it when others say it’s true. Grades are the way, I can look at myself and say, ‘here in front of you is proof that you are smart, or at least smart enough, and that you can succeed.’ That’s all. Thank you for everything professor.”
I’m the one who should be thanking her for the single most honest, heartfelt explanation for grade anxiety I’ve ever heard.