And while it was a joy and a pleasure to recognize those A-caliber projects, it was much harder to assess the inferior work. Perhaps I can pay more attention to this student next time, I'd decide. Four years later, I'm a changed man. Oh, I still second-guess myself all the time, but I do a better job articulating assignments and explaining what is a reasonable response. I also know a lot more about my students, the shortcuts they take and the dropout threat that awaits, and I've come to fully embrace advice given to me during my teaching training program.
All students are capable of success.
Some, though, choose not to make the effort necessary to pass a particular course. They don't try, they don't show up, they don't apply themselves when they do. A few years ago, I choose not to flunk some kids, thinking I was somehow doing them a favor. I was wrong. By letting them pass, I told them I didn't expect much from them, and in fact didn't care much about them.