The Master Teacher Blog

Our assumptions can have a powerful influence on what we see, how we interpret, and how we respond to what happens in our classroom and our interactions with students. When our assumptions are correct, this process can increase efficiency and improve our effectiveness. Unfortunately, when our assumptions are incorrect, they can launch a narrative that can lead to misunderstanding, misdiagnosis, and unproductive—and even harmful—responses. 

We might think of our assumptions as stories we tell ourselves that can drive our beliefs and actions. We carry them with us in our interactions, decisions, and relationships. These narratives are typically shaped by what we have been told, our experiences, our perceptions of students, and our perspective on our work. 

We need to be aware of assumptions we hold, regularly test them, and be willing to adjust them when they fall short. Here are seven of the most common assumptions that can get in the way of our success with students. Do any of these assumptions sound familiar? 

I must be in control, or students will not learn.  

This story assumes that learning is based on compliance. In fact, quality learning requires students to build ownership and engage in sense-making. These are processes that we can facilitate, but students must perform for themselves. When students have choices and a voice in learning, they are more likely to develop understanding, agency, and recall. Learning over which students feel no control tends not to be deep, nor is it retained for very long. 

Good teaching means that students should not struggle.  

This assumption sets a very high, even unrealistic standard for teaching. In fact, even if we meet it, we may not be doing a learning favor for students. Learning that comes too easily is often forgotten quickly. Struggle is often a key element in learning that is deep and lasting. We need to be ready to coach, guide, and support students in their learning, but preventing them from any struggle can deprive students of experiencing learning in ways that make it durable, transferable, and retainable. 

These students do not care.  

It may be that students are not responding to the way in which learning is being presented, or it may be that something is getting in the way. Though some of it certainly is, not all student disengagement is apathy. In fact, it may be a signal that something is interfering. What we are seeing might be confusion, uncertainty, or evidence of being overwhelmed. Of course, it might be a signal that students are not connecting with the content or our approach. Fortunately, we can adjust either or both factors. While we may not reach every student every day, we can do our best to maintain high expectations and use what we know about our students to position learning for the best chances of success. 

These students cannot handle challenging work. 

This statement is more likely to reflect our judgment than students’ capacity to learn. Our expectations matter. When we hold high expectations and support students to meet them, they are more likely to do so. On the other hand, if we lower our expectations, we risk not exposing students to learning that is deep and rich. We deprive them of the possibility of achieving more than they have in the past. We also risk underestimating our potential to lift the learning of our students to new and expected heights.  

I must cover all the content. 

This assumption prioritizes pacing over understanding. Coverage does not usually lead to competence, and superficial exposure does not lead to learning success. Time and curriculum requirements are certainly pressures teachers face, despite us knowing that choosing to prioritize coverage risks fragile learning and quick forgetting. A better choice is to decide what learning is essential, or at least the highest priority, and focus on those concepts and skills, even if it means some other content might not be addressed. 

This is the way I have always done this, so it must work. 

This statement falls back on tradition as a predictor of correctness. In fact, the first part of this statement may be correct, but it does not mean that the second part is also. Just because something worked in the past does not mean that it is the best approach today. The students we are teaching may have changed. Expectations may have shifted. Or some other factor may have been altered. The key is to focus on the needs, readiness, and characteristics of the students in front of us and ask what will work for them. 

We want our students to succeed. We also want to be confident in our ability to make their success possible. Consequently, we need to be thoughtful about the assumptions we make and their impact on our teaching and our students’ learning. Are there other assumptions you would add to this list? If so, what impact might they have on students and learning?