Thoughts on teaching while driving in snow..

During the Polar Vortex’s visit last week, I ventured out to  school on a snow-day, like many teachers working on a day “off”.  As I cautiously crept out of my neighborhood to make the 7 mile drive to school, I quickly realized the intelligence of our superintendent for canceling school. The roads were covered in black ice with sub zero temperatures. Our buses and walkers would have struggled to make it to school safely. Driving slow and cautiously, I turned onto the main road.

Quickly noticing a diverse group of adventurers out on the road. Some speeding along in their four-wheel drives, while others cautiously inching down the road like snails. As a jeep sped by I noticed the driver texting. When, checking my rear-view mirror, I caught a glimpse of the driver on the phone.  Things that might be done under normal weather conditions, but not what I hope to see on the slick roads.

As I passed a couple of cars that had slid off of the side of the road, I began to wonder if driving teachers are going to be evaluated like school teachers. Instead of the driver paying the price of a wreck or receiving points on their license for their actions, their instructor will be marked down or pay the price with their career. OF COURSE this is ridiculous.

But this is what is happening in schools. Our students are like the drivers. Some listen to past instructional advice and proceed with caution. Other take risks and short cuts to get to where they are going on time and arrive safely. And finally there are those that are unlucky, unskilled or take too great a risk and end up wrecked on the side of the road. In all cases the driver is responsible for the end results, not their instructor.

Ultimately the learner is responsible for learning and the teacher is responsible for teaching. When examining the effectiveness of teachers examine their lessons, pedagogy and practice. By examining how well student receive their lessons measures learning which ultimately is the learners responsibility. Great lessons can be taught and the students have the free will to be active learners, passive learners or just be present. Everyone can learn but desire and effort are necessary for it to happen!

#MSchat 10-3-13 Literacy in the Middle

Tonight #mschat held a conversation about literacy and its importance to learning. Guest shared ideas about how to hook reluctant learners and ELL student into the reading process. In the end favorite read alouds for the classroom were shared. Hope you can learn from the conversation.

Why Grade?

why

Okay, let me ease the minds of many readers who feel a grade is a form of feedback. Yes, teachers need to give feedback on ALL assignments that is timely and specific. I for one don’t believe a letter grade (or number if that is what you use) is feedback at all. It is little more than a type of categorical ranking for a piece of work or period of time. It may be timely but is not specific at ALL. Why do schools chose to assign letter grades to work? What does the A, B, C, D, F (or now often an E) mean?

Our culture is obsessed with these grades. Grades are found everywhere, from Consumer Reports and stock ratings to ESPN and fashion magazines. Here is a quick rundown of the common understanding of letter grades:

  • A = The best can’t be better (unless +,- system used)
  • B = meeting the standards 
  • C = Average but okay
  • D = Below Average but passing
  • F/E = Failing do work or not acceptable work

So, if letter grades are used as feedback, are they specific? NO not very specific and actually quit vague by most standards. These grades might be okay for a stock rating or to judge a person’s attire for an evening but that is about it. Consumer Reports uses a great model for grading. The magazine gives a letter grade, but backs the grade up with a paragraph or two of justification. Giving specific reasons why a product receives a certain marking. I would bet that the grades came after giving reviews for awhile and readers wanted a “quick” guide to how a product compared to another. As educators or parents should we care how our student stacks up to another?

I hope not. Education is not about where a student ranks, it is about getting a student to be the best they can be. Grades hurt this growth in our students. Students need the kind of constructive feedback that Consumer Reports gives products that it is reviewing. Details about strengths and weaknesses. Remarks about how they can improve on their work. Does a student gain a desire to improve when earning an A?

Students often see the letter grade as a destination. Asking “what do I need to do to get an A?” Is this what we want in our students today? Reaching an end goal and stopping? Schools need to instill the value of improving work. Everything can be improved. I am still becoming a better teaching now, after 13 years on the job. Letter grades inhibit this growth in our students. In the many conversations I have with students, they often reflect that they are doing well enough when their grades are B and above. Many refer to this behavior as “doing” school. Are we creating learners? or something else?

Parents can actually be worse about grades. Parents will call and ask how their child can receive an A. Not worrying about the quality or the work or learning behaviors. Parents will often use these letters to compare their child to others. Should we be making comparisons? I personally would leave that up to selective colleges or employers.

This leads us to one of the major arguments for grades: those darn colleges require them. Should they? I don’t think so. Colleges should have an application process that has performance tasks. Admittance to college should not depend on arbitrary letters a collection of teachers gave a student over 4 years. Admittance should be based upon what a student can or cannot do! Colleges are currently complaining about grade inflation and student needs for remedial classes. So obviously our current K-12 grading system is not working for college admittance. Another example of where letter grades fail the students has been shared with me from high school AP teachers. Regularly they will have a student who “fails” their class but receives a 3, 4, or 5 on the AP exam. This means the student would receive college credit for the class but not high school credit.

Our culture thinks grades are great for education. Schools need to change this perception. Grades are great for the momentary comparison, for products or ranking a draft. Remember it is momentary if not,Tony Mandarich, Charles Rodgers or any other first round draft pick bust would be in the hall of fame.

Feedback is important for learning. Students need to know what they do well and what needs improvement. One way of doing this is to switch to a Standards Based Grading System. Nationally recognized author Rick Wormeli (@RickWormeli) has been working hard to explain to the world why our current grading system is not working. Below is Rick explaining why the current system doesn’t work. 

Help change grading from a ranking of students to feedback that would work to get the best out of our students. Make a system that helps students grow and become life long learns. Not striving for a letter on a piece of paper but to do their best!