Rick Gordon
Jackson, Wyo.
The writer was the founding director of the Compass School in Vermont.

To the Editor:

Adam Grant’s advocacy for “looping” in education is a compelling invitation to deepen teacher-student relationships and nurture personalized learning. But as a high school junior, I find myself grappling with this idea.

Although looping’s promise is enticing, I’m concerned that it might inadvertently constrain students’ ability to adapt, leaving us ill prepared for our future.

High school has been an essential stage of transformation for me, marked by an ever-shifting landscape of diverse experiences, teaching styles and perspectives. I’m concerned that looping, which emphasizes a personalized relationship with a single teacher, may curtail the range of experiences essential for nurturing adaptability.

This quality, vital for future success in both college and the work force, is arguably honed through adapting to various teaching styles and methods that diverse teachers bring. In an era that demands versatile skills, we should recognize the value of a variety of experiences in education.

Taiki Yamauchi
Alexandria, Va.

To the Editor:

As an elementary-school teacher who did “loop” a kindergarten to first-grade class, I agree with Adam Grant in his praise for the practice. Knowing where your students left off and where you could begin was a big improvement over the mystery that would commonly occur with a new class.



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