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A group of teachers attempts to guess their high school students' GPAs based on their appearance and interests. Teachers acknowledge the limitations of surface-level judgments, with many students defying expectations. While one student who planned for pre-med but gave off the impression of being withdrawn surprised his English teacher with a 4.0, another student with poor attendance had a 1.5. Many teachers emphasize the importance of focusing on completing schoolwork rather than attaining perfection, supporting struggling students and emphasizing the limitations of defining ability solely by a GPA. One teacher apologizes to a student for underestimating them, as the student's stay at a mental institute during the pandemic affected their GPA.
In this section, a group of teachers are presented with a lineup of high school students and asked to guess their GPAs. The teachers make some assumptions based on the students' appearance, such as a skater-looking guy being likely to have a lower GPA. They also ask the students some questions to gauge their interests and abilities, with many of them picking up on non-academic pursuits. One of the students who presents as high-achieving and pre-med is not given a perfect GPA, with the teacher citing a lack of confidence and slight slouching. Overall, the exercise highlights the limitations of relying on surface-level cues to determine someone's academic success.
In this section, a group of teachers guess their students' GPAs based on their personalities and activities. One student who loves AP Literature, but plans to go into pre-med gave off the impression of being withdrawn and may not have taken school seriously, but he surprised his English teacher with a 4.0. Another student, who appeared to be struggling with attendance, turned out to have a 1.5, but her teacher encouraged her to focus on completing her school work rather than stressing about perfection. Lastly, one student, who was initially suspected of not applying themselves, surprised their teacher with a 4.0 and shared the reality of the stress and anxiety of maintaining a high GPA.
In this section, a teacher apologizes to a student who had a lower GPA than he initially guessed, as it turned out that the student was in and out of mental institutes during the pandemic. The student's GPA dropped due to his absence from school, and he struggled with his mental health. The teacher offers support to the student and emphasizes the limitation of a GPA, stating that it is just a number and does not define or limit someone's ability to succeed.
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