Whether it's germs or a less than ideal situation, exposure builds resistance and resilience The post Exposure appeared first on .
George Carlin famously argued that, from a health standpoint, exposure is a good thing. That may explain why I got into education—to strengthen my immune system. Because let’s be honest: schools are basically petri dishes.
Do kids need exposure to teachers with different abilities in order to be successful?
As a principal, I work with all types of people—educators, families, students—and my approach shifts constantly depending on who I’m interacting with. One moment I’m patiently spoon-feeding a new initiative to a teacher who’s overwhelmed. The next, I’m nodding along and feigning interest in a parent’s detailed recap of the weekend weather.
That flexibility isn’t accidental. It’s learned.
So let’s look at a simplified case study.
Student A’s elementary experience:
- Kindergarten: Great teacher
- 1st grade: Great teacher
- 2nd grade: Great teacher
- 3rd grade: Great teacher
- 4th grade: Great teacher
- 5th grade: Great teacher
Student B’s elementary experience:
- Kindergarten: Okay teacher
- 1st grade: Great teacher
- 2nd grade: Mean teacher
- 3rd grade: Poor teacher
- 4th grade: Lazy teacher
- 5th grade: Multiple teachers
Now fast forward.
Both students transition to middle school, where they’ll encounter six different teachers a day—each with their own personality, strengths, weaknesses, and expectations.
Which student is better prepared for that reality?
When we talk about growth mindset and grit, we often emphasize how harmful it can be to praise students simply for being “smart.” Eventually, those students encounter something that doesn’t come easily. They struggle, they fail, and they conclude that maybe they aren’t smart after all.
Instead, we’re told to praise effort and work habits—because those are the traits that actually endure.
So what happens if we apply that same thinking to teaching?
If a student has nothing but exceptional teachers in elementary school, what happens when they’re faced with an average—or even subpar—teacher? Does their strong academic foundation help them persevere? Or are they suddenly adrift without a strong mentor guiding every step?
Based on how I’ve framed this, it might sound like I’m arguing that Student B has the advantage—that exposure to inconsistency builds resilience and adaptability. But I’m not entirely convinced that’s true. The counterargument is strong: Student A may enter middle school far better prepared academically, having benefited from six straight years of excellent instruction.
So which matters more?
Mastering the elementary curriculum—or developing the soft skills needed to navigate the wide range of people you’ll inevitably encounter as a student, and later, as an adult?
The data here is inconclusive. (Okay—there is no data. This is just me thinking out loud.)
But maybe the takeaway is this:
It’s not the end of the world if your child doesn’t get Mrs. Frizzle in fourth grade.
Sometimes, learning how to deal with imperfect situations is the lesson.
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