Please Save Our Students from the Grading Conundrum!!!

Have you ever been accused of "the grade you gave me?" I was confronted with this issue when I first started teaching in an urban high school. I was appalled! Simply because I have always based students' grades on the quality of work submitted by the criteria given in the associated rubric. Their final grade was then calculated using the weightings given in the grading policy. I learnt early that I had to be transparent with respect to students' grades. Thus, I have been able to escape the scathing remarks similar to the one above.

Last Thursday and Friday were our Parent Teachers' conference. On Friday morning I was approached by several students regarding the grades they received on their report cards. They were angry! I remained silent as they expressed their frustrations. On the inside I was getting extremely aggravated. I struggled to stay both positive and neutral because they were talking about my colleagues.

I was deeply disturbed because these students were mostly top performers who took pride in their academic accomplishments. One student had a program change at the beginning of the semester because of failing one class. Though this solved one problem it created a situation where two classes were failed this marking period. When probed, the student disclosed inability to focus in one class due to distractions and the other because of a failure to turn in ONE assignment! Other issues included grades that do not reflect work being done, students' led to believe that they were passing, and alleged unequal treatment.

I encouraged the students to respectfully approach their teachers to have a discussion about how they can improve their performance in the future. I suggested they ask for as well as take tangible evidences such as work being done to focus the discussion. Hopefully, this will help to alleviate the grading conundrum. 

Additionally, though there is a grading policy and the existence of an online website that both students and parents can access grades and other information, these are grossly underutilized. How can we save our students from the grading conundrum? Will grade conferencing help? Having systems in place is simply not enough! These systems need to be monitored and evaluated periodically for effectiveness. 

It is imperative that this be addressed. I was scared for a moment on Friday when some students dejectedly revealed that they did not have reasons to continue their studies, they will just drop out. It seemed as if they had lost hope and given up. Is this what we want?

Have a Fabulous Week!

Petreno

A Teacher's Worth......Priceless!!!

On Friday, we gathered in the conference room to congratulate and say farewell to a fellow member of staff. As I sat there I reminisced on the times that we had together. It was a humbling experience as well as a remarkable learning moment.

The Principal began by sharing his first encounter with the staff member which was followed by multiple recounts by others. It was interesting  to note how many lives this individual had touched including students. One may have thought that the actions recanted were those that would have been publicly recognized but the recollections depicted that small acts of kindness and thoughtfulness are what really matters.  

This was truly powerful! Despite the haste to meet last minute deadlines, mark papers, submit grades, complete reports, write lessons plans, or planning for other activities, let us take time out to appreciate and spend time with others. We may never know how much it may mean to them. Imagine if we all engage in small acts of kindness? Wouldn't our work environment be more pleasant? There would be a feeling of togetherness and harmony despite differences. When this becomes  the norm it will further be transmitted to the students and eventually become entrenched in the culture of the school.

The memories were continued being shared as the room emptied leaving a few adults and students. I was impressed when I heard past students recalling some of the lessons that they have learned while under tutelage as they made real world connections......Priceless! I must confess that I got a few lesson ideas too. If I had to express my experience it would be the following:-

Don't underestimate the effect you have on others. It may make or break them. Be good to everyone including yourself but most of all be genuine!

What will be your acts of kindness?

Enjoy Your Week!

Petreno

Gone too Soon!

Last week our school community was rocked with the loss of a student to violence. Students both past and present as well as faculty members were shaken to the core. The interesting fact was that this student was not considered popular but was admired for the qualities that he embodied.

What though the radiance which was once so bright
Be now forever taken from my sight,
Though nothing can bring back the hour
Of splendour in the grass, of glory in the flower;
We will grieve not, rather find
Strength in what remains behind.

William Wordsworth

Everyone spoke about the zest  with which he pursued his passion and admitted that he was a positive role model for them. As we grappled with the thought of not seeing his smile and quiet demeanor we celebrated his life and what he meant to those lives that he had touched.

And so as we move forward the hope is that his positive influence will not diminish but further fuel and ignite the passion of all including faculty to strive for excellence in all endeavors. He left his mark, though so young. Gone too soon!

What will be yours?

Life is short. Let us live each day as if it will be our last.

Have a Great Week!

Petreno

Student Improvement vs. Academic Excellence

"I can't! I don't know this! I am going to give up! I'm going to drop out!"........"This is just too much!" These are just some of the expressions we hear from our more  mature, demotivated, and challenging students. The younger students tend to "zone out" or disrupt our lessons. How many Calvins do you teach? In desperation we may respond like Ms. Wormwood but is there a different way?

I was recently reading the book WHOLE BRAIN TEACHING for Challenging Kids by Chris Biffle. He introduces several ideas on how we can engage challenging students and maintain both an effective and positive classroom management style as well as environment. The ideas proposed are relevant especially today when we are striving to develop independent learners. Additionally, the methods presented may be particularly useful if we find ourselves in situations where there are not strict measures in place to address student discipline. The activities introduced are fun packed while simultaneously teaching discipline among other things.

According to Biffle

"......if a student's whole brain is involved in learning, there isn't any mental area left over for challenging behavior." 

More interestingly, I became more engrossed in reading when he  mentioned that "our best students do just enough to get by and our weakest students, because they know they can't win bail out." We see this in Calvin's final response and probably in our own classrooms. Biffle suggests that an environment that supports students in trying to beat their personal best is more advantageous than focusing on academic excellence. This is rather motivating! He further defends this by stating:

"If we focus on student improvement in academic activities and social growth, then scores on state tests will take care of themselves. Nothing will produce higher tests results than a class of students who are continuously striving to break their own personal records. In WBT, we want to set up a system in which every kid has an equal chance for success."

Does this seem too good to be true?

Academic excellence is predicated on testing. We live in an era that relies on testing. As a result, I strongly believe that the effect they should have is being lost on our students. They simply view taking a test synonymous to eating and drinking. There is no time for second thoughts or preparation. 

Is this what we want? What are your thoughts? 

Have a thought-provoking week!

Petreno

Are We Truly Interested in the Future of Our Children?

How can we ensure that every child is given a "fair" chance to succeed in today's society? Do we just sit back and do nothing? According to Plato "the direction in which education starts a man will determine his future in life". What then is the message being given when knowingly deceptive plans are being envisaged that will not benefit our children? 

Are we just concerned with statistics? Using figures to look good so that it can be said because of our "work" we have "improved" or exceeded the expected to the detriment of our children? Again, we are cautioned by Plato that "a good decision is based on knowledge and not numbers".

When do we begin to subscribe to our moral and ethical beliefs about what is fair and just?

The real question is DO WE REALLY CARE ABOUT OUR CHILDREN?

We stand on the crux of change or demise. As we end our celebration of Black History let us think of the moral and ethical issues that are confronting us today. There are no easy answers! In addressing the freshman class at Wiley College in The Great Debaters, James Farmer Sr shared that he believed that they were the most privileged people in America because they have the most important job of educating young people. Similarly, let us move forward and do the same. 

Have a Great Week!

Petreno