Ellen Glanz lied to her teacher about why she hadn’t done her homework; but, of course, many students have lied to their teachers. The difference is that Ellen Glanz was a twenty-eight-year-old high school social studies teacher who was a student for six months to improve her teaching by gaining a fresh perspective of her school.
She found many classes boring, students doing as little as necessary to pass tests and get good grades, students using ruses to avoid assignments, and students manipulating teachers to do the work for them. She concluded that many students are turned off because they have little power and responsibility for their own education.
Ellen Glanz found herself doing the same things as the students. There was the day when Glanz wanted to join her husband in helping friends celebrate the purchase of a house, but she had homework for a math class. For the first time, she knew how teenagers feel when they think something is more important than homework.
She found a way out and confided: “I considered my options: Confess openly to the teacher, copy someone else’s sheet, or make up an excuse.” Glanz chose the third option—the one most widely used—and told the teacher that the pages needed to complete the assignment had been ripped from the book. The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student mumbled responses when called upon.
“Finally,” Glanz said, “the teacher, thinking that the assignment must have been difficult, went over each question at the board while students copied the problems at their seats. The teacher had ‘covered’ the material and the students had listened to the explanation. But had anything been learned? I don’t think so.”
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