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                            %PERFECTIONIST TEACHERS 790924

     There  are   serious   consequences   occasioned   by
perfectionist   teachers.    Their  style  of  efforts  to
maintain  high standards of student performance  serve  as
severe  sorting mechanisms by which only certain kinds  of
students survive the so-called educational process.  It is
not so much a facilitation process,  as an obstacle course
of study.   Perfectionist teachers are more concerned with
preventing  imperfect students from gaining  certification
than with helping imperfect students learn.  Perfectionist
teachers   show  little  concern  for   perfecting   their
dialogue,  listening,  and helping skills.   They excel in
fault-finding  and  pride themselves in  detecting  subtle
flaws in students in helpful ways.  They violate students'
integrities.

     Perfectionists  teachers  tend  to  affirm  only  the
"best"   students.    They  promote  competition   between
students,   rather  than  fulfillment  of  each  student's
potential.  Students who  are  in competition tend not  to
help each other as much as they  would if they were all in
competition  tend not to help each other as much  as  they
would if they were all trying to fulfill their potentials.
For this reason students of perfectionist teachers do  not
learn  much  from  each other.  They tend not  to  gain  a
diversity of perspectives because they are not in dialogue
with a diversity of students.  They merely internalize the
perspectives of the perfectionists teachers who tend to be
participants in a common collusion.

     Perfectionist  teachers  tend not  to  have  balanced
their concern for their professional  values with a loving
concern  for their students as persons.   The issue is one
of  balance.   It is futile to argue whether  professional
values or students as persons are of exclusive importance.
It is not helpful to ask what is of exclusive  importance.
Once  that  question  has  been accepted  the  person  who
accepts  the  question is imprisoned  in  the  assumptions
implicit  in the question---and no answer to the  question
can be wise.   Thus perfectionist teachers need to  become
balanced  by developing loving concern for their  students
as  persons;   transcending a perspective in  which  their
students   are   means   to  the  affirmation   of   their
professional  values.    Efforts to help students  perfect
their  professional skills and so advance themselves  will
be  perverse  if  initiated  by  unbalanced  perfectionist
teachers.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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