Every student in school has their own set of strength, weakness, and habits. According to Kumashiro’s stories, in his textbook Against Common Sense, a common sense “good’ student only considers certain characteristics as positive. This “good” students described conforms to the authority of the teacher and only speaks up to participate in class discussion. The “good” student poses no behavior issues and sits quietly. He/she is very respectful and does not speak out unless called upon. This student is dedicated to their studies and always submits his/her assignments on time. A “good” student takes much interest in everything that’s taught and finds nothing boring or pointless.
This image of a “good” student may sound great to some, but really restricts certain students. This image really privileges students who are exactly like this. A teacher who only see’s this as a “good” student will miss the creativity, energy, and originality that comes with non-“good’ students. Not only does this impact the students but also the methods and techniques used for teaching. A “good” students takes away chances of experiencing the random, yet very effective, discussions and questions that lead to crucial learning. If students never speak up and add their own opinion, many opinions and viewpoints that make up our world, both cultural and individual, are never heard. Having this idea of a “good” student, does more restricting and oppressing than it does good. This idea of the “good” student doesn’t allow students’ strengths and uniqueness to benefit the classroom. If every student was a “good” student, the world would be a very boring, unsuccessful place.