This got me thinking ...
I've always said, somewhat facetiously, that when I was at school my teachers would try and goad me into action by suggesting that if I didn't extract my proverbial finger, I'd be lumbered with a B for my efforts.
My silent but subconscious retort was always - contrary to that which I outwardly displayed to my concerned parents, academic tutors and anyone else with a vested interest in my education - "What's wrong with a B?" I almost wonder whether I'd have accepted the B then in return for fewer classroom hours and less agro on the homework front.
Through every exam I ever did, up to and including my undergraduate degree, I coasted. I did what I had to and no more.
Aged 32 I signed up to do my PGCE and there and then it was that the volition/motivation lines crossed. I loved what I was doing, I wanted to do well.
I have 26 children in my class at present.
Since qualifying as a teacher I have taught upwards of 200 primary aged children. Some of them will undoubtedly follow the same trajectory as I did and for some it will take even longer. Some will have peaked already and others will peak just when current assessment strategies demand that they should.
What does it all mean? No idea.
As I said, it made me think.