(This is the text I share with my students via our first blog entry:)
At the beginning of a new school year my students at Le Rosey often ask me: “What should I do to get a 7?” This question exposes an assumption: that there is a recipe or a specific combination of qualities that will automatically guarantee a student the highest achievement level. However, any “formula” for success would contradict the philosophy of the International Baccalaureate programme, which offers multiple paths to excel (this is the main reason our assessments are based on evaluation criteria and not percentages). My husband, who is often posed the same question, tends to reply: “If you need to ask how to achieve a level 7, then you don’t deserve a level 7.” Although I can understand that this response is frustrating (or comical), I believe that at its heart lies a very valid point: the recognition that a level 7 is meant to describe excellent students. In fact, I would say that a level 7 is the realm of outstanding students– it is the level that describes students who enjoy learning and who, precisely, do not work solely to achieve a 7 but rather out of true desire for knowledge. Consider the IB learner profile, which reminds us of the importance of being enquirers, thinkers, knowledgeable, risk-takers… I think that Michelle Obama (see quotation, above) is perhaps expressing her regret about not following her own love of learning.
Despite the fact that I do not believe in a “recipe” to obtain the highest achievement levels, there are some attributes that I have personally noticed in my “level 7 students” (in addition to the fact that they do not ask or request a 7). Below I will attempt to describe some of these characteristics, as much a reflexion exercise for myself as the opportunity to share my observations with you.
- Curiosity. An outstanding student will not limit him/herself to answer the questions posed by the teacher: they will generate their own questions, and they will seek the answers to satisfy their personal curiosity. Some students have occasionally written me an email to share something interesting that they came across while conducting independent research, or to dispute an idea presented in class, or to request additional information in light of a previous discussion. These messages have never been attached to an expectation of “extra credit”, or with the goal of outshining other students, but to express a sincere curiosity. I admire students who move beyond what the teacher suggests as a path to learning.
- Independence. An outstanding student does not need anyone to micro-manage his/her work: they don’t need to be reminded of deadlines, expectations, instructions, necessary materials, word minimum, etc. Instead, these repeated requests generally characterise a student who is looking to do the bare minimum, and they show little ambition or drive to excel. I respect those few students who have received my syllabus/expectations document at the beginning of the year and have continued to refer to it during the course. Those tend to be the students who always meet and often exceed the expectations expressed therein.
- Effort. An oustanding student thinks about his/her own work with pride. They concern themselves with the content, the presentation, the format, the deadline, the preparation, the proofreading, and go as far as supporting others in these areas, when possible. To an outstanding student, each assignment is a project which deserves time and effort, and which will be stored with respect as it represents the fruit of hard work. Students who destroy, leave behind, or forget work they have produced show they take little pride in their own intellectual property.
- Generosity. An outstanding students does not need to guard their knowledge defensively, but rather is willing to contribute that knowledge in a wider discussion. He/she understands that there is a risk involved in exposing their own ideas to scrutiny, but it is this challenge (with the possibility of defending their idea in argument) which can generate further depth of understanding. We all win when she share ideas, and when we push each other to take those ideas further than preconceived.
- Modesty. An outstanding student is willing to show his/her own vulnerability, to recognise errors, and to ask for help when needed. They learn (with practice) to articulate their own difficulties, in order to guide a teacher or a peer in supporting them. They do not need to remind others when they have excelled, because their focus is not on competition, but on learning.
I hope that you can take something from this reflection, and perhaps use it to think about your own approach to learning.
Warmly,
Ms Marcenaro
