Two Grading Options

Our seminar professor, Dr. Spitzer, has once again asked us to use our blog to discuss an issue. Today it revolves around using an unweighted vs. a weighted grading system. In this fictional scenario, a school system is currently using an unweighted A, B, C, D, F system with G.P.A.'s ranging from 0.0-4.0. This means all courses count equally in your G.P.A. Should they retain this system, or move to a weighted system? What are the arguments on both sides?
I attended a high school where the higher level AP and College Prep courses were really starting to kick into high gear. Students who did well in those courses could achieve a G.P.A. as high as 5.0. If this school system were to make a change, I would advocate for allowing higher G.P.A. levels for higher level courses. I believe it is fair to allow students who are taking courses at a college level to receive more credit than those who are not. I would also consider the creation of higher level electives that could be tailored to individual students. This would encourage students to pursue their creative or personal learning passions, yet still earn credit at a higher achievement level. This would also eliminate the problem of students skipping electives in pursuit of higher grades.
Maintaining an unweighted grading system has its advantages as well. This system allows everyone to be on a level playing field. Students in varying course levels all still have the opportunity to lead their class in G.P.A. An unweighted system also encourages students to pursue course work that interests them and keeps them motivated through the content and not the final grade. When weights are added to specific courses, students will give extra effort in those courses while falling behind in others.
It is important to maintain grades tied directly to student achievement of the course objectives no matter which system is chosen. While effort, behavior, and ability are important factors to consider during the formative assessment phase of school, final grades should be based upon whether the student actually learned what you set out to teach.

Just a thought

Another thought provoking night in my adolescent development class. We viewed a video titled Bullied, detailing the first victorious case against anti-gay harassment within a school system. This was a situation where most teachers and administrators turned their heads to flat out abusive behavior. It is so frustrating to me when people don't think before speaking or taking action. For example, in the video, the principal at the middle school where this boy was being harassed simply chalked up physical beatings as "boys being boys." No punishments were given out. Because of her biased nature, she refused to think about the simple act of abuse separately from the issue of sexuality. One question needed to be asked, "Is this acceptable behavior in my school?" The simple answer is no, and anyone who disrespects and harasses another person should be disciplined. I have established from the beginning of this program that one of the pillars of my teaching philosophy is respect. Whatever else I learn or take away from this program, the respect pillar will remain steadfast. Simply put, there is no other way to treat a person.

I'd like to share one personal story of how this issue has affected my life personally. In college, I was a pledge(not a full member yet) at a fraternity and my sophomore year, a good friend from high school started as a freshman at my school. He was openly gay and I was one of the first people he had told over a year earlier. A great guy, I immediately invited him over to the fraternity to hang out. He loved the place, got along well with most everyone, and was soon asked to pledge. At our chapter meeting when the issue came up, one member stated his concern as, "What happens when we're both in the shower and he's checking me out?"(Nobody, male or female, would have been checking this guy out in the shower!) Long story short, I gathered the courage to stand up in front of 80 guys and say, "Look, this guy is one of us. He likes to party, he's friendly, he's a hard worker, he'll probably bring more girls to the house than any of us, and he wants to be here. Ask this question: Would we be questioning our desire to have this guy be a part of our house if he was straight?" The answer was no, and he was invited to be a member. He ended up being great friends with everyone in the house, including the one who was afraid to shower with him! This is a great example of taking a moment to simply think through a situation before you come down on the side of hate, fear, and discrimination!

Brookhart, p. 62 Exercise 1

Yes, I'm once again doing my homework on the blog. Hey, what would a blog about teaching be without some homework?! This post is in response to a question about a diagram linking lesson objectives, instructional activities, and assessment of student learning.

This diagram and the connections it portrays are very important to an educator, especially one just starting out. As Brookhart (the author) points out, it is an extremely simplified view of assessment however; I appreciate this simplicity when beginning my teaching career. There will be many factors that affect how a student is graded and assessed, among them I.E.P.'s, required accommodations, school/district guidelines, and the nature of each lesson. That being said, how can a student be expected to achieve passing grades if he/she is not assessed on the objectives that were taught in class? Wouldn't we be failing out students if we teach them one thing, then turn around and grade them on another? How would an employee feel if his/her boss assigned him/her a task, it was completed based upon the guidelines given, and then said employee was fired because the boss really meant to have them do something else? The blame in this analogy should be placed on the boss! As an educator, I will strive to teach my students everything they need to know to master their subject and will assess them based upon the pre-lesson objectives. If I do not achieve this, I should be the one to blame, not the student. This is a great diagram to keep in mind as I begin the job of assessing students. It's simple but it is also very clear on how assessments should be used.

A Productive Week

It's been a great week of learning for me as I continue to build my knowledge to become a great teacher. Last night, our classroom management class gave presentations on four different classroom and behavior management theorists. My presentation was based on the Synergetic Classroom ideas of C.M. Charles. I feel strongly about his ideas of getting to know your students, gaining their trust, and communicating positively in all situations. Charles is a bit idealistic in his views of managing a class, but I feel like his ideas line up well with my philosophy of teaching. My philosophy hinges on three factors: respect, enthusiasm, and hard work. By focusing my energies on engaging and understanding my students, I feel I can create a classroom full of energy and good relationships. I also learned the importance of coming to class prepared, setting guidelines and expectations clearly, and having a sense of "withitness" (being tuned in to your students). These were all ideas taken from other presentations. I have a much clearer picture of how I want to create my classroom management plan after this week! Thanks to my classmates for sharing some great ideas!

Today, I observed Herr Holt's classroom at B.F. Middle School for the first time. It was a fun experience, as his 7th graders were celebrating Oktoberfest! We sang, danced, and ate some great German food. I also experienced Herr Holt using a technology called the Airliner to teach vocabulary to his 8th grade students. He used his Airliner pad to "write" on a Word document displayed on the overhead. It was very interactive and allowed him to expound on each word. I will be observing again soon, and I look forward to finally teaching a few lessons to these students as well. Vielen Dank Herr Holt!! Bis bald!