Every teacher who has handed back a much-anticipated test has heard the array of student replies to grades. Most would divide these into students happy about their good grades and students upset about their bad grades. I would like to divide into a slightly different grouping: The students who own their grades, and those who don't. Many a student has been heard to blame the teacher for making too hard of a test or their "rough" after school schedule for preventing their studying. The other group, by far the smaller one, knows that no one is to blame but themselves. They see they didn't study hard enough or do their homework faithfully.

What is the difference? Empowerment. The second group has realized that it was a situation they created, which gave them the power to make changes inside that would lead to changes outside, in the environment. The first group of students see themselves as victims of circumstances, which in turn leads to the belief that the circumstances and result cannot be changed. This student will continue to fail, while the other student will use this experience as an opportunity to learn, change and grow.

As a teacher, I believe my job (along with parents) has three hidden purposes: First, to empower students, showing them how to take control instead of being helpless, hopeless victims of life. I will not let students in my class feel helpless. There is no such thing as a student who is bad at math. There is such a thing as student who has a harder time than others and doesn't chose to receive help until he understands. Each student makes the choice to do well or to do poorly in my classes, and they will understand that. Hopefully they will also leave my class knowing this same principle applies to life, not just my classroom.

Second, to give them guidelines as to society's morals. As a teacher I am expected to teach good citizenship. Good citizenship, to me, is standards that will make these children acceptable to the society they are surrounded by. It is not my job to judge, but they do need to be told what society expects of them. It is then their choice as to whether they will choose to live in accordance with these guidelines or not.

Third, a chance to try the waters: guided practice in problem solving. Children must be given choices so as to practice their decision making skills, while they still have a safety net of family, friends, and other caring professionals to fall back on when they make unexperienced decisions. I would like to give my children in my classroom choices. I want them to feel they are in control of the quality of their education, and give them chances to experience both wrong and right decisions.

Ultimately, the purpose of school is to help parents prepare our young for life. I want to be an effective teacher. To do so, I must teach both academics and life skills. Academics mean nothing if an individual does not have the social skills to live in his society. I do not believe that there is any one life skill more important than the ability to take charge of one's life. It's the difference between being a winner in life and being a victim throughout life.