Figuring out final grades feels like closure. It’s the last time we think carefully about each student we’ve had in this set of classes. Some of them have done so well, and if they are students we’ve had in multiple courses, we feel such satisfaction as we watch what they are becoming. They make teaching worth the work. But then there are other students—the ones who failed because it just wasn’t the time in their lives to learn this content, the ones who didn’t have the skills they needed to make it, and the ones who passed the course but never connected with the content, the teacher, and sometimes, not even with their classmates. These are the students who some days make us wonder why we even bother.
With courses ending so definitively, it’s easy to think that whatever impact you or the course might have on students is over. But learning doesn’t always end when the course does. Some insights and understandings are iterative and cumulative. Students arrive at them after repeated exposure, as the evidence mounts and their skills and experiences deepen. Other intellectual development happens when students are finally ready to learn. Most of us can recall one of those serendipitous student encounters in the mall. “Dr. Weimer, Dr. Weimer, do you remember me?” Sometimes I want to say, “How could I forget? You have a prominent place on my failures list.” Occasionally, one of those students hands me a gift. “I didn’t learn much in your course, but I didn’t sell the book back and just recently I read it. And as I was reading it, I remembered all sorts of things you said in class.” Perhaps I can cross that student off my failures list.
Some students can be very hard to read. It isn’t always easy to determine what effect the course is having, or will have. Recently, while out shopping, I ran into a former student whom I didn’t recognize at all. “You don’t remember me, do you?” she asked. I looked more closely. “No, I don’t.” “I was in your speech class at Berks,” she explained. “Oh, that could be,” I said. “What’s your name?” She told me and that didn’t trigger any recollection. Then she said, “I learned three things in your course that I use pretty much every day.” She listed them off and I started smiling. She had a solid grasp of what I hoped every student would take from the course. When I got home and looked in my grade book, I discovered that what she’d learned was worth far more than the grade she’d earned in the class.
Because course endings give us a false sense of closure, we can end up feeling more discouraged about our teaching than we should. There really is no way to know how our content, our teaching and or the experiences in our classes have affected students or may affect them in the future. Students can be profoundly changed by a course and the teacher may never find out. I have a colleague who loves classical music. It’s not his academic area, but his knowledge is expansive. I once asked how he got interested in music. “Oh, I had a music teacher—that’s how it started. You know, I’d always intended to thank him, to tell him how his introduction to music has resulted in a lifetime of pleasure. But I got there too late. I had to say my thanks at his grave.”
Teaching is an act of faith, not something we always readily acknowledge. I like the Biblical definition: “faith is the substance of things hoped for; the evidence of things not yet seen.” (Hebrews 11:1) Sometimes we do see the evidence; students excel and we share their success. But many times there is no evidence. A student passes through the course without appearing to have been touched. But faith is a substance, it’s something tangible to hold onto in the absence of evidence. As the current courses end and the year concludes, the influence of both continues. In this season of peace, hope, joy and love, may your faith be renewed and strengthened. What you do for and with students does matter. It makes a difference and that makes it so worth doing.