Who is the expert learner in this situation:
At the end of science class, Mr. Therian returns the science test back to his students. Students wait for their names to be called, grab their graded test, and race out of the room to get to their next class. John grabs his test and stuffs it in his notebook without even looking at it. When he gets to his locker, he quickly glances over his shoulder to make sure no one is there, and then he takes a deep breath as he slowly opens his notebook to peek at the grade at the top of his test. His stomach drops as he sees the grade of 67/D. How could that be? I went to get extra help, and I reread my notes so many times! How am I going to tell my mom I got a D? In the hallway to the right of John’s locker, he sees his buddy Kevin high-fiving his friends as they celebrate his grade of 93/A. John overhears Kevin saying, "I didn’t even study! I never study—and it’s a good thing I’m good at science because I don’t even think I would know how to study!" Kevin tosses his science test at the bottom of his locker and rushes off to his next class. John decides to go to Mr. Therian to ask a few questions about his performance on the test. John learns what he could have done to improve his grade. Mr. Therian shares another study strategy to add to John’s strategy of rereading class notes. John leaves Mr. Therian’s room feeling inspired with another option for studying for future tests. He is also relieved that Mr. Therian is allowing students to retake the test if they submit test corrections by the next day. John is motivated to continue his hard work—he refuses to let any grade define who he is as a learner.