When I first started offering homework help to students in the United States, I quickly noticed one recurring phenomenon: the Procrastinator. This was the student who, for reasons ranging from overconfidence to sheer panic, reached out at the eleventh hour. The situation was almost always urgent, accompanied by pleas that sounded like variations of "I need help! This is due in two hours!"
The Overwhelmed Procrastinator is not hard to recognize. They usually start by sending an avalanche of messages, punctuated with "ASAP" or "urgent." Their documents, if they manage to upload them in time, often have the telltale signs of a rushed start: incomplete sentences, scattered thoughts, and that one iconic phrase, "I don't know what to write."
One particular student, let's call him Jake, stands out vividly in my memory. It was 11:30 PM, and Jake had a paper due at midnight. The topic? "The Ethical Implications of Artificial Intelligence." His opening line in the chat was blunt: "I haven't started. Help me."
For a moment, I considered the absurdity of his request. Could we really craft a coherent essay in less than 30 minutes? But Jake wasn't the first procrastinator I had encountered, and I had learned by then that panic, oddly enough, was a motivator. I asked him a few questions: "What do you already know about AI?" "What's your stance on its ethical implications?" At first, his responses were fragmented, but as we brainstormed together, the floodgates opened.
We drafted a quick outline:
Introduction: Define AI and introduce the ethical debate.
Body: Highlight key arguments for and against AI's impact on privacy, jobs, and society.
Conclusion: Take a stand while acknowledging the complexity of the issue.
With seconds to spare, Jake submitted his essay. The grade? A B+. He messaged me later to say, "Not bad for 20 minutes of work!" I could only smile. Jake, like so many procrastinators, had the ability; he just needed a push.
This pattern wasn't unique to Jake. Across subjects, I saw procrastinators navigating tightrope deadlines with surprising agility. I began to recognize their struggles—not just with time management but also with deeper fears of inadequacy or a simple lack of direction. Helping them wasn't about doing the work for them; it was about guiding them to realize they had the tools all along.
What I learned from the Overwhelmed Procrastinator was resilience. These students taught me that even under pressure, creativity and critical thinking could emerge. It also reaffirmed an essential truth: sometimes, all it takes to transform chaos into clarity is a little encouragement.
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Through the Homework Lens: Observations of an Educational Ally
Non-FictionDiscover heartfelt anecdotes and insightful observations from a journey of offering homework help to US students. From procrastinators to creative thinkers, explore how diverse learning styles shape the challenges and triumphs of education.
