In this blog post, I want to share a story about the powerful impact of honest conversations with students in helping them reclaim their learning ownership. A Suspicion Sparked by Silence To set the scene, it was one of my intermediate-level EAP classes. My goal was to create a collaborative, active, and engaging learning environment. […]
In this blog post, I want to share a story about the powerful impact of honest conversations with students in helping them reclaim their learning ownership.
A Suspicion Sparked by Silence
To set the scene, it was one of my intermediate-level EAP classes. My goal was to create a collaborative, active, and engaging learning environment. I noticed that this particular student wasn’t contributing and wasn’t following instructions. Most students responded well, but this one stood out, not for his contributions, but for the absence of them.
The Assignment That Didn’t Add Up
When the weekly assignment arrived and I started grading, something felt off; the work didn’t seem to match his demonstrated English abilities. I immediately suspected it was AI-generated, not just assisted. I chose not to grade his work, and when the results were released, he approached me with a question about his grade. And that’s when the real story started.
Let’s Talk!
So, when results were released, he came to me with a simple question: “Why didn’t I get a grade?” Instead of accusing him of AI use, I engaged in an honest and open conversation. I said it was hard to believe he produced such a good piece given his limited participation and lack of engagement with peers and tasks. I gave him the benefit of the doubt and asked him to support his work, which didn’t go well, as I expected. He listened quietly, processing the feedback, without signs of judgment or blame.
In the end, I offered him a chance to prove he was genuinely committed to learning and growth. I reminded him that he could take control of his learning and enjoy the sense of achievement that comes with progress. I told him I believed in him and that if he demonstrated his dedication, his grade would reflect that. He took my words seriously because they came from understanding and care.
Reclaiming the Learning Journey
After that conversation, I saw a different student, and by “different”, don’t assume a proficient, confident, and super engaging learner appeared in class the next day! Definitely not! What I saw was a student who chose to trust himself and chose to gain the confidence to take charge of his learning. Of course, there were moments of challenge, hardship, and doubts, but I made sure I was there to support him through this stage with resilience. I reminded him that it made me very happy and proud to see learners find meaning in learning and try to take ownership of it by personalizing it.
Why This Approach Worked
As a teacher, I observed and assessed my students throughout the class. I recognized qualities that could lead to success and acted on them. I believe learners want to be involved, but they often lack guidance on meaningful engagement. We need to remind them regularly that learning is inherently meaningful and helps build their self-image and confidence both inside and outside the classroom. I didn’t judge my student. Instead, I had an open conversation, expressing my concern for his growth based on my observations. Most importantly, I believed in him. I gave him a chance to present a more responsible version of himself with care and respect for who he is.
In the End…
Ultimately, this was a very successful experience. I believe that open and honest conversations with students about their potential can be transformative, helping to shape their academic outlook and bring out the successful learner in each of them. This experience reminded me that we don’t teach subjects. We teach people. And sometimes, the most human thing we can do is offer someone a second chance to choose to return to the driver’s seat of their learning journey.
