THE TRANSACTION

Estimated reading time 3:06 min.

We make the measurable important when we should be making the important measurable.

A good writer might take the time to research the origin of the above quote, but this writer doesn’t want perfection to get in the way of a good thing. 

The quote came up in conversation with my cousin’s partner, who has spent much of his life involved in health care - on the care end of the equation. He was relating to me how much time and money is spent trying to optimize health care - not with respect to patient care, but rather with the financial side of things. 

Education is not any different.

So, whenever I can, I opt for measuring the important - or at least trying to. Take, for instance, the email I received last week from a current student.

The student ended up with a B+ in the course. You know how this is going to go, right?

I started typing an email in response explaining how I already contributed to mathematical magic and blah, blah as far as his grade was concerned.

Then I reread his email. The student was asking to complete extra work to bring up the grade and then added, “I completely understand if nothing is available, but I wanted to check just in case.” It was lovely. HE was lovely. And he even made sure to thank me for a great semester (which would have been greater if he attended more regularly!). 

I started typing and was about to finish my last sentence when I stopped and thought about what is important - to me. 

I already know this student is enrolled in the subsequent course next semester. He waited until his senior year to fulfill his language requirement (silly young person), and the only course available was mine - at 9:30AM; the worst time for a class for a commuting student. At least that’s what they tell me!

After deleting all of the words I originally typed, I offered a deal: the student could have the A- if he promised to keep his attendance at a B+ level. And, if he didn’t hold up his end of the bargain, he would receive the B+ for next semester.

Shady?

Probably.

Do I feel good about it?

Absolutely.

The currency in which I deal in my class is not hard and fast numbers, because really, who cares? What IS important to me is human relationships. Unlike the one student who emailed me the night before the final exam asking for an extension after only attending 1.5 classes and not handing in ANY assignments (I know I’m a little behind in your course, she said. Behind?, I thought. You never started!), this young person attended class AND participated, asking good questions and getting out some pretty decent español. So, I asked for what I wanted: for him to attend class more frequently to get the most out of the class, and because selfishly, I enjoy teaching humans in person.

There will always be the bean counters among us. The teachers who wield the red pen (real or electronic) to take off ¼ of a point for every missed accent, those who grade homework and give too much of it. And even those who say “A rule is a rule” without considering the human being in the equation. 

The student’s last email to me is below. 

I really appreciate it. I’m looking forward to the course next semester, and I’ll make sure I’m there and ready to go at 9:30 AM!

Who knows if the student will make good on his promise, but that’s on him. What I do know is that I have a better shot at seeing him more regularly given our brief email exchange.

I chose what’s important. You can, too.