It has been a long tradition that never should a middle school student assess or question his or her teachers; otherwise, he or she may be regarded as rebellious or even disrespectful. However, I, running counter to such old-fashioned thought, consider the assessment of teachers by students as justifiable and feasible.

Admittedly, it is reasonable for some to doubt the feasibility of such evaluation mode. Since most high school students are, to some extent, immature and impulsive, they may lack the ability to distinguish right from wrong or even sometimes make comments merely based on their personal emotions. In other words, it is due to the absence of objectivity that such practice may render the assessments’ reliability and validityin question. Besides, onceempowered to comment on teachers, some students may feel that they dominate the class and thus act in a lofty manner, which may incur disciplinary problems. However, the aforementioned detriments can in effect be minimised as long as students are well-instructed and foster a correct attitude towards the given “power”.

As a matter of fact, behind such practice are more profound significances. It is only when prompt feedback is solicited from students - the teaching objects – that can teachers ensure whether they have imparted the knowledge in an appropriate way that all the students are able to comprehend. Not surprisingly, this can allow teachers to instantly adjust teaching materials as well as the teaching pace for the sake of tailoring the classes to suit learners’ needs. Meanwhile, students are spurred to think critically instead of learning by rote or following blindly. Additionally, in a moral sense, such evaluation mode can in turn serve as a sound opportunity to teach students not to abuse the given power but to pose criticism in a respectful way.