A Measure of Success, Part II

July 4, 2016
Student success can’t always be measured in conventional ways. A passing mark, proficiency in English, daily participation in class – these are some among the ultimate goals most Peace Corps English teachers in Ethiopia have for their students. They are, however, not necessarily how actually we measure success. Success in the classroom is, more often than not, measured in minute or even seemingly insignificant ways. For me, success is measured not by fluency in English or a perfect exam score. These are lofty if not somewhat unattainable goals for most of my students. Instead, success is student raising their hand, a student getting their first passing mark on a short test, that moment when everything clicks and a student finally understands a complex concept. This kind of success is what defines our experience in the classroom.
One of my students, Aregawi, epitomizes this kind of success. His story begins in 2014, when we were both fresh to Grade 9 and it has been a longer road than others to success. I taught Aregawi last year in section 9A and he was one of my worst students. He hardly ever attended class and when he did was constantly disturbing other students. His marks were equally (and understandably) poor, never reaching above a passing score on anything from short quizzes and group work to formal exams. I don’t think he finished my class being able to speak any more English than he could when we began the year, and even then he struggled to answer the most basic questions about his name and age. I was not surprised when, at the end of the year, Aregawi was detained in Grade 9 for the coming year.
Upon entering section 9J this September, I was a bit dismayed to see Aregawi’s smirking face among my new class of students. But my dismay was very short lived. Aregawi was like a new man this year. He sat in the very front of class and he didn’t miss more than 5 classes all year. He participated surprisingly often (usually two or three times per week) and was even nominated class monitor (in which he helps the homeroom teacher with attendance and helps to regulate the class when they are being too disruptive), a job he relishes. His mark at the end of the year was validating proof of all of the positive changes he has made this year – a 60%. While this may seem low, in comparison to last year’s 32% and his class’s average of 69%, it was no small feat that Aregawi scored as he did.
These are the biggest markers of success I can imagine in a real classroom setting in Ethiopia and I am lucky to have had the opportunity to witness such an extreme transformation in a student. I cannot say that Aregawi’s change in behavior has anything to do with me, but even then the change is inspiring. Aregawi’s story also typifies how important patience, consistency and hard work are. Give a student a clean slate, be patient with them, offer constructive feedback and positive reinforcements, and set high expectations for students and they will, as in Aregawi’s case, rise to meet the challenge.
Aregawi, second from the right in a tan t-shirt