The preceding post was part of a reflection about grading from my school experience. Our seminar will be focusing on the art of grading over the semester. This post is an opportunity to look back at my notions of grading and, as we begin to read our grading text, see how those thoughts evolve. The answers given here are in response to Exercise # 2, Chapter 1 of our grading textbook.
My personal understanding of grades comes from my having grown up in a family of teachers. I was always told that grades were not given, they were earned. My father would say things like, "I didn't given anyone an F this semester, they earned it." Or, "Your teacher didn't choose to give you a B-, you only did B- work."
I have not looked at grades in the past as to their value to a teacher or administrator. It is clear their value to students and parents, especially when their accuracy and validity are unquestioned. This is where the value lies for school personnel. With a record of grades from past years, teachers and administrators can look for patterns of reliability. These records can then be used to improve instruction and testing techniques. This can lead to better assessment and accuracy in the future, which will improve the overall success of a teacher and a school.
Tuesday, September 21, 2010
A Grading Story
I remember very vividly and incident that occurred while I was a high school student in Germany with regards to class participation and expectations. While in Germany, I was put together with the same group of students all day. One of their required courses was Physics 3, meaning this was the third year of physics for these students. I however, had not taken a single physics class in high school! What was I supposed to do? As I sat in class the first day, having absolutely no clue what the teacher was saying, I knew I had to approach him to see what could be done so I could be a part of the class.
He had a very simple response: Sit in the back of the class, don't talk, and ride out the semester without bothering the rest of the students. No expectations, no assignments, no grade! I was left to my own imagination during that period every day. At the time, I was relieved because I knew there as no way I could grasp what they were learning. Looking back on the incident, I wish I would have been more outspoken. I wish some kind of accommodation could have been made. Better yet, I should have gone to my counselor and determined if there was another class I could have attended during that period. How fascinating would it have been to attend a real German school class on European History of the 20th Century? I would have loved the opportunity to study World War I and World War II from the German perspective. Even if that class would have been at a 5th grade level, I still would have learned more than I did in Physics!!
The moral of this story is two fold. First, as a student, be your own advocate. If you feel you are not receiving the proper treatment or a fair chance, speak up and let the adults around you know your expectations. Second, as a teacher, understand that every student is valuable and can contribute to the classroom. While I may not have been able to grasp all the content of the class, I could have acted as assistant on experiments or as I mentioned, found another class to be a full participant in. Never leave a student behind because of your pre-conceived notion of what they can handle.
He had a very simple response: Sit in the back of the class, don't talk, and ride out the semester without bothering the rest of the students. No expectations, no assignments, no grade! I was left to my own imagination during that period every day. At the time, I was relieved because I knew there as no way I could grasp what they were learning. Looking back on the incident, I wish I would have been more outspoken. I wish some kind of accommodation could have been made. Better yet, I should have gone to my counselor and determined if there was another class I could have attended during that period. How fascinating would it have been to attend a real German school class on European History of the 20th Century? I would have loved the opportunity to study World War I and World War II from the German perspective. Even if that class would have been at a 5th grade level, I still would have learned more than I did in Physics!!
The moral of this story is two fold. First, as a student, be your own advocate. If you feel you are not receiving the proper treatment or a fair chance, speak up and let the adults around you know your expectations. Second, as a teacher, understand that every student is valuable and can contribute to the classroom. While I may not have been able to grasp all the content of the class, I could have acted as assistant on experiments or as I mentioned, found another class to be a full participant in. Never leave a student behind because of your pre-conceived notion of what they can handle.
Tuesday, September 14, 2010
Remember where "they" come from!
Okay, the fall semester is in full swing and tons of ideas are swirling around in my head. In all of my classes, we've talked about the importance of connecting with our students, understanding their circumstances, and being mindful of all the issues, activities, and "stuff" that adolescents have to deal with. Some things kids put on themselves, but many other issues are forced onto them without any consideration for their feelings or needs.
One of my professors really brought this point home when she mentioned the recent Koran burning issue. Imagine, for a moment, you are the only Muslim student in your particular school, grade, class, whatever. Can you imagine the effects the coverage of this topic could have on you? What are the other kids saying in your ear as you walk the halls? Are home discussions with your parents veering towards keeping safe and knowing your surroundings? As a teacher, are you being mindful of what is being said in your presence? Are you teaching respect for all people?
As teachers, it is important for us to have developed a relationship with this student. Should he/she suddenly shut down, sulk, become aggressive, or stop talking, we will be able to quickly spot this change in behavior and address however necessary. By making an effort to know our students, we can create a safe environment for them to be themselves, even when it feels like their world is spinning out of control.
Be mindful, be respectful, be friendly, be caring!
One of my professors really brought this point home when she mentioned the recent Koran burning issue. Imagine, for a moment, you are the only Muslim student in your particular school, grade, class, whatever. Can you imagine the effects the coverage of this topic could have on you? What are the other kids saying in your ear as you walk the halls? Are home discussions with your parents veering towards keeping safe and knowing your surroundings? As a teacher, are you being mindful of what is being said in your presence? Are you teaching respect for all people?
As teachers, it is important for us to have developed a relationship with this student. Should he/she suddenly shut down, sulk, become aggressive, or stop talking, we will be able to quickly spot this change in behavior and address however necessary. By making an effort to know our students, we can create a safe environment for them to be themselves, even when it feels like their world is spinning out of control.
Be mindful, be respectful, be friendly, be caring!
Monday, September 6, 2010
My School Experience
A disclaimer: This is another reflective assignment for my Professional Seminar meeting this fall at IU South Bend. It should be a fun read on some of my memories of attending school.
I attended Central Elementary, Thomas Jefferson Middle, and Valparaiso High Schools, all of which are public schools located in Valparaiso, Indiana. I also attended Christoph Probst Gymnasium in Gilching, Germany as an exchange student following high school.(Probst was a member of die Weisse Rose, an anti-Nazi resistance group from Munich that distributed leaflets against Nazism during World War II. He was executed for his actions.) All of these schools would be considered large, suburban, public institutions. My graduating class at Valpo had about 500 graduates, with the total high school population being about 2,000.
The overarching memory I have from my middle and secondary school years is the amount of involvement and achievement that was expected. I was "encouraged" to run cross country in 6th grade and, as much as I hated it, it began for me a life long record of being involved. From there I played basketball, ran track, got involved with student government, made friends, and really felt comfortable as part of a school community. Looking back, my parents nudging me into cross country started me on a great path to success in school. I was engaged, encouraged by others, and taught the value of striving for success(even if I finished last in a race).
I remember my teachers being caring, passionate members of the community. Having a grandfather, father, aunt, and 2 uncles teaching in the local schools, I had a very unique relationship with a lot of my teachers. Many of them were family friends and colleagues.
School continually got better for me as I got older. My favorite school year was definitely 12th grade. I had established myself in many activities, had a great group of friends, and it seemed like our entire class really got along well. Our class definitely felt like we worked well together and had a stronger bond than most classes. Some of my favorite teachers were Mrs. Hamilton, Mrs. Kleist, Frau Bowman, Herr Rhinehart, Ms. Beil(Corneil), Mrs. Yelton, and Mr. Cicioria. These teachers span subjects I love as well as despise, so that tells you something about their ability as a teacher.
If I had to choose a time to forget, it would probably be 7th or 8th grade. I had some fantastic teachers during that time, but life as a middle-schooler can be tough. There were some traumatic moments. For example, I missed only 5 days of school throughout middle school. Those 5 days however, immediately preceded the biggest dance of the year. Although I attended school the day of the dance, my mom made me stay home that night! I had just missed the biggest opportunity of my life to nab the girl of my dreams.
I don't recall feeling a lot of peer pressure growing up and that is probably directly related to the amount of parental pressure I did feel! My family knew everybody in town. If I screwed up, everyone would know about it. There was a name and reputation to live up to and, even to this day, I strive to live up to my proud name.
Overall, I had a fantastic school experience. I was well supported both at school and at home. I tried all kinds of activities and was able to discover some that I loved. I had been instilled with a love of school and an appreciation for teachers. I had some great friends that I continue to be in touch with today.
Having said that, I also understand that my situation was not typical. There are many students that struggle with a myriad of issues everyday. It will be my job as a teacher to understand the diversity of circumstances, get to know my students, and show them that I care about their success!!
I attended Central Elementary, Thomas Jefferson Middle, and Valparaiso High Schools, all of which are public schools located in Valparaiso, Indiana. I also attended Christoph Probst Gymnasium in Gilching, Germany as an exchange student following high school.(Probst was a member of die Weisse Rose, an anti-Nazi resistance group from Munich that distributed leaflets against Nazism during World War II. He was executed for his actions.) All of these schools would be considered large, suburban, public institutions. My graduating class at Valpo had about 500 graduates, with the total high school population being about 2,000.
The overarching memory I have from my middle and secondary school years is the amount of involvement and achievement that was expected. I was "encouraged" to run cross country in 6th grade and, as much as I hated it, it began for me a life long record of being involved. From there I played basketball, ran track, got involved with student government, made friends, and really felt comfortable as part of a school community. Looking back, my parents nudging me into cross country started me on a great path to success in school. I was engaged, encouraged by others, and taught the value of striving for success(even if I finished last in a race).
I remember my teachers being caring, passionate members of the community. Having a grandfather, father, aunt, and 2 uncles teaching in the local schools, I had a very unique relationship with a lot of my teachers. Many of them were family friends and colleagues.
School continually got better for me as I got older. My favorite school year was definitely 12th grade. I had established myself in many activities, had a great group of friends, and it seemed like our entire class really got along well. Our class definitely felt like we worked well together and had a stronger bond than most classes. Some of my favorite teachers were Mrs. Hamilton, Mrs. Kleist, Frau Bowman, Herr Rhinehart, Ms. Beil(Corneil), Mrs. Yelton, and Mr. Cicioria. These teachers span subjects I love as well as despise, so that tells you something about their ability as a teacher.
If I had to choose a time to forget, it would probably be 7th or 8th grade. I had some fantastic teachers during that time, but life as a middle-schooler can be tough. There were some traumatic moments. For example, I missed only 5 days of school throughout middle school. Those 5 days however, immediately preceded the biggest dance of the year. Although I attended school the day of the dance, my mom made me stay home that night! I had just missed the biggest opportunity of my life to nab the girl of my dreams.
I don't recall feeling a lot of peer pressure growing up and that is probably directly related to the amount of parental pressure I did feel! My family knew everybody in town. If I screwed up, everyone would know about it. There was a name and reputation to live up to and, even to this day, I strive to live up to my proud name.
Overall, I had a fantastic school experience. I was well supported both at school and at home. I tried all kinds of activities and was able to discover some that I loved. I had been instilled with a love of school and an appreciation for teachers. I had some great friends that I continue to be in touch with today.
Having said that, I also understand that my situation was not typical. There are many students that struggle with a myriad of issues everyday. It will be my job as a teacher to understand the diversity of circumstances, get to know my students, and show them that I care about their success!!
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