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Problematic Practice #2: Labeling Students as Low, Average, and High Achievers

Writer's picture: Pamela SedaPamela Seda


In our previous post, we highlighted the issue of giving students step-by-step instructions, explaining how it can inhibit their ability to think independently and solve problems on their own. Today, we’ll dive into another problematic practice: labeling students as low, average, and high achievers.


Why It’s Problematic

Labels—like low, average, or high achiever—are rooted in a system designed to sort students rather than educate all students to high levels. This sorting is particularly damaging because it reinforces inequities, often based on stereotypes about race, class, and gender. Instead of helping students grow, labels can lock them into fixed categories that affect how they view themselves as learners.



Problems for Students Labeled as "Low Achievers"

When students are labeled as "low," they internalize negative messages about their ability to learn math. They often start to believe they are simply "not good at math" or even worse, "not smart." This internalization creates a harmful feedback loop where their experiences in math class seem to confirm the messages they've received, causing them to put in less effort and disengage.


Math anxiety is common among students labeled as low achievers, as their fear of failure often becomes overwhelming. Anxiety activates the emotional part of the brain, blocking access to critical thinking and reasoning skills, which are essential for learning math.


Unfortunately, these labels disproportionately affect students from marginalized groups, reinforcing stereotypes about who is or isn’t mathematically smart. This leads to an inequitable distribution of opportunities, where students labeled as "low" are not given the same chances to succeed as their peers.



Problems for Students Labeled as "Average Achievers"

Being labeled "average" can create a sense of complacency. Students in this category often feel satisfied with simply getting by. Instead of striving for excellence, they aim for mediocrity, reinforcing a fixed mindset where they believe they are only capable of a certain level of achievement.


Problems for Students Labeled as "High Achievers"

On the surface, being labeled a "high achiever" might seem positive, but it comes with its own set of challenges. High-achieving students often feel immense pressure to maintain their status. When they inevitably face difficult concepts or struggle with new material, they may start to believe that they aren’t smart anymore, which can trigger anxiety and undermine their confidence. Instead of seeing struggle as a normal part of learning, they might view it as a personal failure.



More Promising Practices

To counteract the damage of labeling, we need to shift our focus from labeling the student to labeling the learning. Instead of "low," "average," or "high," we can use terms like Not Yet Proficient, Proficient, and Exemplary to describe where students are in their learning journey. This reframes learning as a process where everyone can grow and improve, regardless of where they start.


  1. Communicate to Students That All Learning Is a Journey: Learning is not linear, and it’s important for students to understand that everyone begins their journey at the same place—without proficiency. Mistakes, confusion, and even failure are natural parts of learning, and they should be embraced, not penalized.

  2. Create Safe Spaces for Practice: Students need safe spaces where they can practice new concepts without the fear of being judged or labeled. When mistakes are viewed as opportunities for growth, students are more likely to take risks and engage with challenging material.

  3. Use Asset-Based Language: Help students focus on their strengths and use those strengths to address areas for improvement. By shifting from a deficit-based mindset to one that highlights students' assets, we help build confidence and encourage persistence in the face of difficulty.


Applying ICUCARE:


The ICUCARE Equity Framework offers several actionable strategies to eliminate harmful labeling in the classroom:


  • Include Others as Experts and Release Control: Encourage students to check in with each other to find mistakes and discuss solutions. When students collaborate and learn from each other, they see that everyone has something to contribute, which breaks down hierarchical labels like "low" or "high" achiever.

  • Understand Your Students: Some students, particularly those with a long history of being labeled "low," may need additional encouragement and reassurance that they are on the right track. By getting to know your students deeply—their backgrounds, strengths, and learning needs—you can provide more personalized support.

  • Assess, Activate, and Build on Prior Knowledge: Students come to the classroom with a wealth of informal knowledge, whether they realize it or not. By helping them see the connections between their everyday experiences and the math they are learning, you can keep them focused on the material rather than the labels that have been attached to their abilities.

  • Expect More: Hold all students to high expectations by using asset-based language and encouraging a growth mindset. Expecting more from students helps them push past labels and achieve levels of proficiency they may have thought impossible.


Moving Forward:


Labeling students creates barriers to equitable learning opportunities. To truly foster a classroom environment where every student can succeed, we must shift away from labels that categorize students and instead focus on labeling learning and celebrating progress. By empowering students with the tools and mindset to grow as learners, we can help them break free from harmful labels and fully realize their potential.


Let’s continue this journey together, ensuring that all students see themselves as capable, competent learners of mathematics, no matter where they begin.



Pamela Seda, Ph.D.



Copyright 2024 Seda Educational Consulting, LLC. All rights reserved

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