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I'm the other way. I make a usually accurate assessment of what the likely outcomes for a certain set of pupils will be, and if some of these are seen as unfavourable, uncharitable, negative or self-fulfilling prophecies (yawn), then that's because I had decades of experience and had seen it all before. Doing your best to help a pupil fulfil their potential doesn't mean you have to don the rose-coloured spectacles and dance hand in hand through la-la land. The main reason pupils get poor grades at GCSE is not lack of understanding or poor teaching, it's sheer lack of effort, the expectation that being present in the room in which the lesson is being taught constitutess their side of the deal. Understanding through osmosis.
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