My teaching is full of “buzzwords.”
I strive to “meet students where they are” by using “culturally relevant content” and breaking material into smaller, manageable “chunks” to “enhance understanding.”
I encourage “choice” in learning, empowering students to become “self-directed learners.”
I also enforce a “no-zero policy” because giving a zero isn’t part of “equitable grading.” My priority is “mastery,” not just completion.
These buzzwords sound great.
Teachers sit through professional development session after session learning how to incorporate them into their classrooms. And maybe, when applied effectively, they lead to engaging, student-centered learning.
But here’s the problem:
College professors speak a different pedagogical language.
This past semester, I observed 11th and 12th graders taking an Intro to Psychology course in my classroom. The course was taught by a professor from a local college, offering students a chance to earn both high school and college credit.
It was a disaster.
Out of 22 students:
- One passed with a B-.
- Seven received a D or F.
- The rest dropped out.
And it wasn’t because the professor was unhelpful. In fact, she was kind, patient, and accommodating—everything you’d want in an instructor helping high schoolers transition to college-level work.
- She accepted late work.
- She repeated directions.
- She offered extra help.
She was the perfect bridge between high school and college.
But the students weren’t ready.
Why?
Because the expectations were different.
- Listening to a lecture required focus. Most couldn’t. After five minutes, they were watching Instagram reels. When I took their phones, they stared blankly at the wall.
- Taking notes required identifying key information for an exam. Most couldn’t. Their notes were incoherent scribbles.
- Reading on their own required discipline and accountability. Most wouldn’t. They assumed they could pass without it.
- Passing the final exam required synthesizing knowledge and demonstrating understanding. Most didn’t.
Students were shocked that missing assignments impacted their grades.
They were frustrated that they “did most of the work” but still failed.
They called the professor “mean” for giving them low grades.
They were used to material being “culturally relevant” and “chunked” in ways that made it easier to digest.
For example, when I introduce a text, I:
- Identify difficult vocabulary.
- Have students complete a Frayer model.
- Reinforce learning with a game.
Everything is methodical, scaffolded, and designed for success.
But that’s not how college works.
College follows a simple, traditional formula:
- Listen to a lecture.
- Take notes.
- Do the assigned reading.
- Write an essay or take an exam.
If we truly want students to be “college-ready,” maybe we need to rethink our approach.
Maybe we should stop drowning in buzzwords and start preparing students for the reality of higher education.