Through our combined learning, we have discovered strategies that really work in our classrooms. These strategies are placed within the framework of high expectations, high support, and high content. Driven by our convictions and fueled by our successes, we are helping our students make the journey from underachieving, reluctant learners to motivated achievers. But Michalak is not afraid to raise the tough issues, either. Just saying my students are wonderful will not make them achievers.
Unsubstantiated praise is as empty and ridiculous as the self-esteem chants.
Real efficacy only occurs when students begin to see the relationship between their efforts and achievement. In one middle school where I worked, over one-third of the students made the school's honor roll. Quite ironically, this school's students scored at the very bottom of the district and the state on achievement tests. The faculty found it hard to see the discrepancy, placing the blame on inadequate testing rather than questioning their own instructional and grading practices. Victimized by grade inflation, these students have inaccurate perceptions of their achievement and their abilities.