I’ve always been a fan of the old story about the child walking along the beach tossing starfish back into the ocean.
The starfish, left behind when the tide receded, were making their way toward the water, now too far away to reach before the sun’s rays baked the life from their slow-moving forms. The child walked along the beach picking up the starfish and tossing them back into the water, one by one.
An adult stopped the child to point out the futility of his task. “Look at how many there are,” the adult said, pointing at the line of creeping starfish up and down the coast, tracing their desperately slow trails as far as the eye could see. “Most of them will die. You can’t get to them in time. Even if you did, they’ll just be back on the shore tomorrow. You’ll never make a difference.”
After listening in silence, the child bent down, picked up another starfish, and tossed it back into the water. With a knowing smile, he looked at the grown-up and replied, “Made a difference to that one.”
Earlier in the semester, I posted a blog entry that started off fuming about the general apathy (to put it mildly) that characterized the students in the college course I’m teaching this semester. More than half didn’t even bother to study for the exam – or so their scores suggested. (Arguably, anyone who studies even a little should be able to score more than 35 points out of 100. I had ten below that mark.) Deciding to focus on the ones for whom I could make a difference, I pressed on, refusing to allow myself discouragement in light of the ones who did not only well, but brilliantly – and thereby proved I was not actually wasting my time.
Flash forward another six weeks, and on Monday my students took the final exam. Last night I started grading. As expected, a number have done poorly. How poorly, only time and completion of the grading will tell. (I grade all the exams one page at a time – page 1 of all exams, then page 2 of all exams, etc to ensure uniformity. It also helps me not to pay attention to whose exam I’m grading at any given moment.) But last night, as I started grading, a few exams began to stand out. Some, as expected, because their producers failed to study, with the expected results. Some because their owners did remarkably well.
And then there was one that stood out because I didn’t expect it. An exam that contained some mistakes, but also showed a remarkable level of understanding on more than an average number of topics. I noticed this one in particular because it made some mistakes that seemed out of place in an otherwise solid showing. Since the school doesn’t use blind grading, I flipped to the front cover and took a look at the name.
The exam belongs to one of the students who performed the worst on the midterm. Someone who showed less than no inclination to spend any time or effort paying attention. Someone who I could tell was disappointed in the midterm grade, and who showed initial signs of real concern thereafter, but made no visual attempt to change. The student still sat with the same group of students as before, and engaged in the same behaviors that made it appear this student (gender withheld to protect the guilty) would go from failure to failure without really caring much – and probably reviling me as a martinet (or, more likely, a lower-scoring verbal analogue).
Instead, this one changed. Instead of winding up beached in the scorching sun of a final exam that could negatively impact the student’s educational career, this one decided to study. This one actually learned something from the midterm, and learned a number of other things in time to reveal that knowledge on the final.
This one is going to pass.
I’m always pleased to teach the students who want to learn. The ones who study hard, perform well and generally make teaching an enjoyable experience for the person at the front of the room. The ones who actually care about knowledge gained as much as the letter on the report card.
But every once in a while, a student surprises you. A surprise you never expected, and one you never forget. I don’t know if this student’s new-found dedication will last beyond the boundaries of this course, or whether the encouraging note I intend to write on the final exam will have a lasting impact. But for one brief – and in my case, lasting – moment, I can say with great joy:
I made a difference to that one. (And that one made a difference to me.)


