I played American collegiate squash for a Division 3 NCAA varsity team. In the larger sports universe, I would be considered an average amateur athlete. I was encouraged by my coaches and enjoyed participating in a variety of sports then onto coaching student athletes at the community, high school and collegiate levels and remaining physically active thereafter. During the winter season, most of us take time to slow down, reflect and recharge for the next calendar year.
During my mini-teaching assignment at the Acera School: The Massachusetts School of Science, Creativity and Leadership, I was lucky to be surrounded and challenged by high-ability middle schoolers. While learning about the school, its students, and their aspirations, I came across the mural below, that caught my attention. It may me ponder.
The Founders of Acera and Khelshala share similar struggles in that they aimed to create new and innovative educational institutions (in different settings – high-income and low-income settings respectively) with students whose thirst for knowledge and learning was on par with one another. The Acera students are more articulate advocates in global and current issues than the Khelshala students are, but that did not make Khelshala students any less studious, curious or analytical than their American counterparts.
Most trained teachers and coaches are familiar with the Bell-curve which they use for grading and evaluating students. This applies in sport where one has elite student-athletes at the Division 1 NCAA level and the more academically “balanced” students at the Division 3 NCAA level.
To think that “everyone is a genius” goes against the notion of the Bell Curve, but reaffirms the idea that “coaching happens in a context,” as Professor John McCarthy of Boston University’s Institute for Athletic Coach Education always reminds his students. Closing the student achievement gap between Khelshala students and Acera students comes down to giving the Khelshala students as many learning and enrichment opportunities to succeed and thrive.
Not all students will become the next Albert Einstein or Jansher Khan, but that’s okay. Students have it within themselves to tap their “inner” genius to their learning and life obstacles. Sadly, not all learning happens at the same rate and some students will be slower and perhaps left behind. This is where greater resources and support are necessary. Regardless, teachers light the fire in their students, at all ages and stages.