Excuses

“That is a reason, not an excuse,” Mr. Miller, my high school physics teacher, used to say. It was a good lesson. We can rationalize – provide reasons for – doing poorly on a test or project, being late to class or work, or losing a game or a promotion. And so, we all try to make excuses. We might say, “but…the test was difficult…I wasn’t feeling well…I was tired…there was a lot of traffic…the ref made a bad call.” Nevertheless, in the end, all the “buts” are reasons, not excuses. If we want to take responsibility for our actions, we must admit our choices had something to with the outcome. Some things are difficult. We need to accept that. And we will generally do better if we work hard, get some rest, and arrive on time, rather than cram at the last minute and stay out too late the night before. And promotions usually go to the people who consistently do their work well and on-time. It’s not rocket science. If all my students had studied or practiced as much as they tried to find excuses, well, maybe I wouldn’t be writing this.

I’ll go out on a limb and suggest all teachers have worked with students who tried to set the stage with excuses made ahead of time. They try to prejudice others in their favor. I’ve heard a lot in four decades of teaching: “This course is unfair. It’s too demanding. Nobody gets an A on her tests. His grading system is rigged. I’ll probably fail, but it won’t be my fault. The teacher has it out for me. I can’t be expected to do my best with this teacher. You’ll see, I won’t do well, but that’s because the teacher did not explain things. Her teaching methods did not conform to my ‘learning style.’ Others got better grades for doing less work. This teacher plays favorites.” This is a short list based on what my colleagues and I have shared. One of them said she was often tempted to apologize, “I’m sorry my course got in the way of your life.” But that would have given students a reason to claim she was being “defensive.”

As a musician, I’ve heard (and made) many excuses: “This reed/mouthpiece isn’t the best for this piece. My instrument needs adjustment. I’m coming down with something. I haven’t had time to practice much lately. My stand light isn’t bright enough. This manuscript isn’t very good. The print is too small. The piece isn’t marked well. It’s too hot/cold/humid/dry. This place/conductor/audience makes me nervous. Don’t expect too much.” All of these are intended to pre-dispose others to go easy on the speaker if he or she doesn’t perform well, or to promote the notion that somehow the cards are stacked against him or her. It’s part of the routine for some players, and a constant nuisance to others. Over the years, I tried to resist the impulse to make excuses, sometimes successfully, sometimes not. I won’t make any excuses about that.

Sometimes students who make wild claims about a course or a teacher can prejudice others into believing them, no matter what the evidence might say. Year-after-year, many students have in fact earned an A on the “killer test,” but somehow “nobody gets an A” sticks in the minds of those who must find an excuse for their lack of accomplishment. The lie that the teacher cannot or will not explain things lives on, even though a clear majority of the class has demonstrated that his or her explanations were adequate. Multiple opportunities to demonstrate knowledge can still be portrayed as “too demanding” because they are subject to due dates and grading rubrics. In short, excuse-making can be toxic, and I have seen some of my colleagues’ reputations tarnished by students who resented being held accountable.

The downside of excuse-making is that sometimes it works. We’ve had a former president claim that the election would be fraudulent or “rigged” months before it took place, without any substantial evidence. Like the student who claimed the big test would be impossible, or the teacher wasn’t going to be fair to him, one person has been able to convince many others that he would have done better, if only success wasn’t “stolen” from him, and by extension, them as well.

The burden of proof always rests on the person(s) making the claim. And the greater the claim, the greater the burden of proof. One of my math teachers used to say, “Any darn fool can see that is not proof…” Conspiracy theories, innuendo, guilt by association, strawmen, and personal opinions are not “proof” any more than a reason is an excuse. Many people might see what they want to see, but what they need to consider is evidence. If there is enough evidence, we might say there is proof, but otherwise we have reasons, not excuses, and claims, but not proof. When we set out in search of an excuse, we usually end up with a stew of reasons. But that stew can be poisonous if too much of it is consumed. It’s better to stop trying to make excuses.