We had a big meeting at school today about grading policies. I guess we're lucky, because our district gives individual schools (and even teachers) a lot of autonomy, but it makes for a difficult conversation when it comes to building consensus and consistency. Across grades 6-8 there are a variety of policies about accepting late work, whether zeros are ever appropriate grades, and what to do with students who don't demonstrate responsibility but somehow seem to master the standards.
I heard a lot of frustration and blame from my colleagues. Many believe strongly that kids who aren't doing what they "should" be doing ought to have consequences, but there is a punitive element to this argument that worries me. I think we must be careful not to frame the consequences for being unsuccessful in school as negative, but rather use assessment and feedback to support the students in becoming more successful-- not because they're afraid to fail, but rather because they want to succeed.
A teacher on my team recently expressed the opinion that part of our job is to teach the students that not everything in life will be to their preference, and when it's not, they "just have to suck it up". We all have to do things we don't want to, right?
Is that really the message we want our students to internalize? I couldn't disagree more. I think we have to help students find the value in whatever they are doing, and if one or more of them is disengaged, then it is up to us to discover why and address the cause, rather than trying to punish them into compliance by piling on the consequences.
I'm with you Tracey, but it's hard to feel a part of the community when so many teachers are on a different page. It makes it even harder if you are a member of the NWP community and still live as a teacher in your school.
ReplyDeleteIt's tough to run against the stream
Bonnie