The views expressed herein are solely those of the writer.
By Kaville Hazelwood.
To be clear, these views are my own and not those of the SVGCC. I believe in high educational standards, and I believe that discipline plays an integral role in achieving those standards. My goal is not to punish, but to teach. Success requires eSort, and sometimes, tough love is necessary to ensure students reach their full potential. I will always stand for overwhelming success, and I will always mean well.
OPINION: I am Kaville Hazlewood, the lecturer referred to in the article entitled “Community College Lecturer Threatens Not to Mark SBAs Over Student’s Refusal to Comply”.
One of the courses I instruct in is CAPE Integrated Mathematics. Mathematics is not a subject one can passively absorb; it requires practice, engagement, and discipline. My approach has always been to provide students with opportunities to master concepts through consistent practice. However, I have noticed a troubling pattern—many students fail to complete or submit their solutions to practice questions.
Each time this occurred, I spoke with my students, emphasising the importance of practice. I have often told them, “It is okay to get it wrong now when you can get my help rather than getting it wrong in the exam.” Unfortunately, despite repeated discussions, the overwhelming majority of students failed to complete their assigned work. I was faced with a decision: assign them a zero, which would negatively impact their internal grades and potentially their university enrolment, or oSer an extension. I chose the latter.
However, I firmly believe that there must be consequences for inaction—students must recognise that their education is their responsibility.
In addition to the extension, I required students who failed to submit their work on time to write 200 lines stating, “I must take my work more seriously”. This was not meant as a punishment but as a lesson in discipline, accountability, and responsibility—qualities essential for success in both academia and the professional world. One student even took the initiative to write 50 additional lines, recognising the value of the lesson.
However, one student outright refused to comply, stating openly that they had no intention of completing the assigned lines. At that moment, I had to consider the wider implications. How can a lecturer continue teaching with a student who is determined to be disrespectful? What message does this send to the rest of the class? If students can disregard rules and face no repercussions, we create an environment that fosters complacency and entitlement rather than discipline and excellence.
This is a tertiary-level institution. Students are on the cusp of entering the workforce, where there will be no second chances for missed deadlines, and certainly no lines to write as a consequence. In the real world, irresponsibility carries severe repercussions.
My goal is not just to prepare my students for exams but to equip them with the mindset necessary to thrive in life.
My track record speaks for itself—I have maintained a 100% pass rate in CAPE Integrated Mathematics, a subject with a regional pass rate significantly lower. This is no accident. It is the result of structure, discipline, and an unwavering commitment to student success. The lines were not about punishment; they were a tool to reinforce the value of accountability.
Since I graduated from university at the age of 21, I started Excel Academics and have been deeply invested in the education and holistic development of Vincentian youth. I have personally provided scholarships to students at my own expense and implementedinitiatives to support students from low-income families. My dedication to our young people is unwavering. I want nothing more than to see them succeed, not just in passing exams but in developing the character necessary to navigate the challenges of adulthood.
I also urge parents to take an active role in their children’s education. Even at the tertiary level, students need guidance. Many students at SVGCC are being given a second chance to pass CSEC Mathematics, and it is crucial that they seize this opportunity.
Lecturers like myself are fighting for their success, often against resistance, but we do it because we care.
For most of my students, the lines served their purpose—they recognised the lesson in discipline. It is also important to highlight that while some may see writing lines as outdated or juvenile, mature students should not behave like children and then complain about consequences they deem fit for children.
END
One News SVG 