Teaching Expertise

Dear Teaching Expertise,

I’ve been teaching for 17 years, and I thought I had seen it all.

But this year has thrown me completely off balance.

No matter what I try—open-note exams, simplified quizzes, multiple chances—my students are still failing at a rate I’ve never experienced before.

I’m beyond frustrated. Where did I go wrong? Have the students changed, or is it the system that’s failing them?

I know I’m not alone in feeling this way.

Teachers everywhere are wondering how to reach students who seem uninterested, unmotivated, and unprepared. Something needs to change. But what?

Sincerely,
A Frustrated Educator

The Illusion of Open-Note Exams

Open-note exams seem like an easy win, right? Let students have all the information in front of them, and surely, they’ll succeed. But that hasn’t been my experience. Even with access to their notes, students are failing. 

As one teacher shared, “My husband gave an open-note test. All of the answers were in front of them, but they still failed.” The truth is, open-note exams require students to know how to organize and use the information at hand. It’s not just about memorization—it’s about knowing where to find the right answers quickly and how to apply them. If students haven’t developed strong note-taking or organizational skills, having notes won’t help.

Solution

We need to spend more time teaching students how to effectively use their resources. Here are a few strategies that could help:

  • Structured note-taking lessons: Teach students how to create organized, effective notes that they can easily refer to during open-note exams.
  • Timed mock tests: Have students practice using their notes under timed conditions so they can learn to find information quickly and apply it.
  • Summarization exercises: Teach students to summarize key points from their notes, reducing clutter and making essential information easier to find during exams.

The Decline of Foundational Skills

This is perhaps the most concerning trend I’ve noticed. Students are arriving in my classroom without the basic skills they need to succeed. It’s not just math or writing—it’s reading comprehension, following directions, and critical thinking. One teacher captured it perfectly, saying, “I taught my students how to take notes, how to read questions, and how to write responses. It’s sad how much they struggle with basic skills.”

When students haven’t developed these foundational abilities, even the most straightforward exams become difficult. How can we expect them to perform well on assessments when they don’t know how to break down a question or structure a coherent response?

Solution

We need to focus on reinforcing foundational skills, no matter what grade level we teach. Here are some ideas:

  • Daily skill-building exercises: Integrate small, daily activities that reinforce reading comprehension, note-taking, and writing responses. For example, ask students to summarize a short article each day or complete quick critical thinking puzzles.
  • Scaffolded learning: Break lessons into smaller, more manageable steps, allowing students to gradually build the skills they need before advancing to more complex tasks.
  • Peer learning: Encourage students to teach basic skills to each other. Sometimes hearing instructions from a peer can make the process more relatable.

Overcoming the Belief in Automatic Promotion

Here’s something that keeps coming up: many students believe they’ll be pushed to the next grade regardless of how they perform. A teacher in the comments nailed it when they said, “They truly believe they will be pushed on to the next grade.” This mindset is dangerous because it creates complacency. Students stop trying, thinking that effort doesn’t really matter.

When students assume they’ll be promoted whether they pass or fail, their motivation plummets. It’s not just about academics—it’s about the mindset that school is a formality rather than a place for learning and growth.

Solution

Changing this mindset requires a collaborative approach:

  • Communicate with parents: Schools need to partner with parents to communicate the importance of accountability. Let them know that promotion is earned, not automatic, and that effort in the classroom will be reflected in their child’s success.
  • School-wide initiatives: Schools should introduce programs that reward effort, improvement, and responsibility, making it clear that these qualities will be recognized alongside academic performance.
  • Mentorship programs: Pair struggling students with mentors—whether peers, teachers, or community members—who can help them develop a sense of responsibility for their learning and build confidence in their abilities.

Why Simplified Tests Aren’t the Answer

I’ve tried simplifying tests—matching formats, multiple choice, even open-note exams. And yet, the failure rate hasn’t changed. Another teacher shared their frustration: “One year I gave nothing but matching tests. The results were horrifying.” It’s tempting to think that easier tests will lead to better outcomes, but the reality is that students who lack basic skills will struggle no matter the format.

Simplified tests may address the surface problem—students failing—but they don’t tackle the root cause, which is the lack of understanding.

Solution

Instead of watering down assessments, we need to focus on preparing students effectively:

  • Frequent, low-stakes quizzes: Instead of one big test at the end of a unit, integrate smaller quizzes throughout. This will allow students to practice retrieving information in low-pressure environments and reinforce their learning.
  • Peer tutoring: Pair students with stronger classmates who can help them review and understand the material in a more informal, collaborative setting.
  • Chunked assessments: Break larger assessments into smaller, bite-sized pieces. This will help students build confidence and ensure they are comprehending the material at each stage.

Teaching Test-Taking Skills and Study Habits

Another issue is that many students simply don’t know how to take tests effectively. They rush through, don’t read directions carefully, and fail to manage their time. One teacher commented, “Most don’t know how to read directions.” This lack of test-taking skills is a huge barrier to success.

Even the brightest students can fail if they don’t know how to approach an exam strategically. From answering easier questions first to eliminating incorrect answers, students need to be taught how to navigate tests.

Solution

Here are some practical ways to build these skills:

  • Test simulation exercises: Hold mock exams under real test conditions to give students a chance to practice their pacing and learn how to allocate their time across questions.
  • Breaking down test questions: Teach students how to break down complex questions, understand what’s being asked, and develop a step-by-step approach to answering them.
  • Review common mistakes: After each exam, review common errors as a class. Walk students through what went wrong and how to correct those mistakes next time.

Addressing Broader Systemic Issues

What we’re seeing in the classroom isn’t just an individual problem—it’s systemic. A teacher shared their concern, saying, “It’s really scary. I work at a high school, and I see this all the time.” Across the board, teachers are noticing the same trends: students are struggling with basics, and schools are under pressure to keep pushing them forward.

Larger class sizes, lack of individualized attention, and stretched resources are all contributing to the problem. It’s not just about one teacher or one school—it’s a system-wide issue that requires systemic solutions.

Solution

Here’s how schools and administrators can start addressing the larger issues:

  • Advocate for smaller class sizes: Schools and districts should advocate for smaller class sizes, which allow teachers to give more individualized attention to students who are struggling.
  • Increase funding for support services: Schools need more funding for student support services, like tutoring programs, counseling, and learning interventions, which can address academic and non-academic barriers to success.
  • Professional development for teachers: Provide teachers with more training in areas like differentiated instruction and classroom management to help them meet the needs of a diverse group of learners.

Conclusion: A Call for Change

This isn’t just a crisis of student performance—it’s a crisis of the entire system. As educators, we’re frustrated, and rightfully so. But frustration alone won’t solve the problem. We need to take action, both in our classrooms and within the broader education system. By focusing on foundational skills, accountability, and effective teaching strategies, we can help turn the tide.

And we can’t do it alone. Parents, administrators, and policymakers need to join us in this effort. Together, we can create an educational environment where students are prepared, engaged, and supported—not just pushed forward. Because when we get that right, we’ll see fewer red marks and more success stories.