So...you're a teacher; you gave a test, some students did good, some did okay, and some didn't do well at all.
What do you do with the tests you hand back?
Do you just record the grade, hand them back and move on to the next unit? Do you go over a few examples? Do you give students a chance to fix their mistakes?
As a parent, when my children bring home a test, we go over it together to find out where the mistake was. Sometimes, they were just rushing through the test and didn't read the question thoroughly, sometimes they really didn't understand the question and we work together to figure it out.
My daughters have had many teachers who let the students fix their mistakes for homework, GREAT IDEA!
But what about high stakes testing?
Other than recording the grade and moving on to the next required test, what are they actually accomplishing?
Here's a thought...what if they retake the test they didn't pass instead of the next grade test?
In Massachusetts, students take the MCAS in order to graduate. One of my daughters has always had difficulty in math and is still waiting for the ever elusive "Proficient" on her math MCAS test results.
What if in 8th grade she retook the 7th grade math MCAS? I'm guessing she would pass and it would have huge ramifications, she wouldn't feel dumb, wouldn't compare herself to her peers, her self esteem would soar, and I'm guessing she would feel more confident in math class. (these are all things that occur because she didn't pass her "stupid math MCAS" as she looks at the score in tears, only 2 points from proficient)
Why are we rushing ELA and Math scores to be proficient each testing year?
Students have several chances to pass the Science Biology exam while in high school. It doesn't matter what year they passed the Biology exam, only that they passed it. So why can't ELA and math be like that as well? As long as the student is showing individual progress, why can't they have the opportunity to pass until they get it right?
How many teachers have passed their teacher exams on the first try? How many teachers took the exam even if you knew you weren't ready for it just to see what it was like? What other tests are like that? (driver's license test, hairdressing license test)
I know I do better when I know where I need to focus my efforts. Don't we all seem to do better the second time around? Why not let students have that chance as well?
Just a thought.
Saturday, August 4, 2012
Tuesday, July 31, 2012
Responsibility-To Teach or Not to Teach
With the new school year not very far off, I need to address a topic that bothers me...responsibility.
I am a teacher, therefore...I teach.
What exactly is my role in teaching responsibility?
I hear many teachers discuss the importance of teaching responsibility, and I understand the concept, I really do. But where do you draw the line between teaching responsibility and teaching subject matter?
Here's the scenario...it's midterm. And 'Johnny' hasn't passed in all his chemistry assignments. Teacher responds the assignments are listed on the board, it's the students' responsibility to write down the assignments and pass them in.
Ok...students have been told to write down their assignments since they've started their school careers. Chances are this isn't the first time this student has not passed in all their assignments even if they are posted on the board. Guess what...if you keep doing the same thing, you will keep getting the same results. Can you think of another way the student can get their assignments? How about using a QR Code? Post the assignment online and attach it to a QR Code, display the code each day, and allow students to use their "Personal Learning Device" (aka cell phone) to scan the QR code for their assignments. Or let them take a picture of the whiteboard. Just try something DIFFERENT!!!!
If the student is on an IEP, read the IEP.
The important things to take note of is PLEP A. This page lists ALL the modifications and accommodations the student needs to use in order to be successful in the general education setting, and it is the general education teacher who is responsible for providing these accommodations and modifications. Did you know that?
Talk to the previous year teacher and find out if homework assignments were a problem, get the parents on board. Ask if they would like a daily email of the assignments. I know I would have appreciated it. This past school year our district sent out codes for an online program that gives access to grades, assignments, etc. but only if the teacher uses it. Great, I got a code, but I didn't know how to use it, if the parent doesn't know how to use it, how does it help the student? I didn't know one of my daughters was missing assignments until report cards came out. How can parents help if they don't know what they need to do? How can parents help teach responsibility if we don't know what needs help? Teachers can tell the students that work is missing, but if the teacher still continues to have missing assignments, what needs to be done differently?? Again...if you keep doing the same thing you will get the same results.
It wasn't until I started tutoring a student that I saw all the great things available, like the website to the book. It had vocabulary, flashcards, practice quizzes, summaries, Oh My Gosh!! Here it was May and I was just finding out about this stuff, I wish I had known sooner, but guess who was told about this stuff? My daughter, the one who is still learning responsibility.
You say the student has the assignment but doesn't do the work. What can you do to help make sure they have the resources available to them? Is there a different way to complete an assignment? Take 10 minutes each class period or 1/2 hour each week to take time to make flash cards either on index cards or with an app. Make the flashcards for them, so they can study the cards. Oh wait, am I supposed to teach responsibility and make them do it (or hope they do it), or is it more important they learn the vocabulary this week?
So as the new school year starts, try something different. Get your parents on board, but make it easy for them. Try teaching your subject and what you love, spark that excitement in your students, and that may help. We are learning about responsibility every day even as adults. Be a responsible teacher, teach your students how to be successful, teach by example. Be a teacher and teach what you love, and your students will grow.
I am a teacher, therefore...I teach.
What exactly is my role in teaching responsibility?
I hear many teachers discuss the importance of teaching responsibility, and I understand the concept, I really do. But where do you draw the line between teaching responsibility and teaching subject matter?
Here's the scenario...it's midterm. And 'Johnny' hasn't passed in all his chemistry assignments. Teacher responds the assignments are listed on the board, it's the students' responsibility to write down the assignments and pass them in.
Ok...students have been told to write down their assignments since they've started their school careers. Chances are this isn't the first time this student has not passed in all their assignments even if they are posted on the board. Guess what...if you keep doing the same thing, you will keep getting the same results. Can you think of another way the student can get their assignments? How about using a QR Code? Post the assignment online and attach it to a QR Code, display the code each day, and allow students to use their "Personal Learning Device" (aka cell phone) to scan the QR code for their assignments. Or let them take a picture of the whiteboard. Just try something DIFFERENT!!!!
If the student is on an IEP, read the IEP.
The important things to take note of is PLEP A. This page lists ALL the modifications and accommodations the student needs to use in order to be successful in the general education setting, and it is the general education teacher who is responsible for providing these accommodations and modifications. Did you know that?
Talk to the previous year teacher and find out if homework assignments were a problem, get the parents on board. Ask if they would like a daily email of the assignments. I know I would have appreciated it. This past school year our district sent out codes for an online program that gives access to grades, assignments, etc. but only if the teacher uses it. Great, I got a code, but I didn't know how to use it, if the parent doesn't know how to use it, how does it help the student? I didn't know one of my daughters was missing assignments until report cards came out. How can parents help if they don't know what they need to do? How can parents help teach responsibility if we don't know what needs help? Teachers can tell the students that work is missing, but if the teacher still continues to have missing assignments, what needs to be done differently?? Again...if you keep doing the same thing you will get the same results.
It wasn't until I started tutoring a student that I saw all the great things available, like the website to the book. It had vocabulary, flashcards, practice quizzes, summaries, Oh My Gosh!! Here it was May and I was just finding out about this stuff, I wish I had known sooner, but guess who was told about this stuff? My daughter, the one who is still learning responsibility.
You say the student has the assignment but doesn't do the work. What can you do to help make sure they have the resources available to them? Is there a different way to complete an assignment? Take 10 minutes each class period or 1/2 hour each week to take time to make flash cards either on index cards or with an app. Make the flashcards for them, so they can study the cards. Oh wait, am I supposed to teach responsibility and make them do it (or hope they do it), or is it more important they learn the vocabulary this week?
So as the new school year starts, try something different. Get your parents on board, but make it easy for them. Try teaching your subject and what you love, spark that excitement in your students, and that may help. We are learning about responsibility every day even as adults. Be a responsible teacher, teach your students how to be successful, teach by example. Be a teacher and teach what you love, and your students will grow.
Thursday, June 21, 2012
How Do You Grade Special Needs Students?
Well...the school year is over and I survived.
One of my required duties is to post grades on report cards, I don't like this part of my job.
I think if my students are trying and showing progress, that's great! Give them a great grade. But is that actually helping or hurting them? With the grades my students get, they could get into Ivy League schools, well except the whole diploma thing, but you get what I'm saying, right?
Some of my students are graded on standards based report cards, I thought that was a great idea, until I had to grade one of my students with it. The operative words being, Grade Level. Ummm....no, they are not at grade level, but we're working on the basics, that should count for something!
Imagine being the parent who reads that report card, that's a bit discouraging, don't ya' think? Not progressing, not progressing, not progressing....
Parents of students with special needs are reminded over and over about what their child can't do, and now we put it on paper every term as a reminder.
If we grade students at grade level, my students would all get F's. Is that fair? Is it fair to give them all straight A's and B's? What about the parent who questions the report card grades, and questions their progress?
"My son/daughter got an A or B in reading, but is still learning to read in middle school, how is this possible?"
We aren't allowed to write it was modified work, or that it was received in a substantially separate setting. So if you didn't know the student, picked up their report card off a desk, you would think they are brilliant! And they are! But what if you compared them to their typical peers?
At the end of this school year, I said good bye to three students I had since 6th grade and one student I've had since 5th grade. They will be going to the high school next year, and they are ready.
In the time they were with me, they have become so independent, caring and respectful, self advocates, and hard workers.
In my class that means they no longer swear, they hold the door open for others, use please and thank you, they can get their breakfast and lunch independently, they can get out what they need to do their work, they can sit quietly and do their work, attend some classes and after school activities by themselves, prepare a snack by themselves, know what to do in an emergency, have a conversation with others, show respect to others, and help others.
Many of these things they can do better than their typical peers.
These are all skills we have worked on every day throughout the years, they are ready to be contributing members to their community, and I am so very proud of them.
How do you grade that?
One of my required duties is to post grades on report cards, I don't like this part of my job.
I think if my students are trying and showing progress, that's great! Give them a great grade. But is that actually helping or hurting them? With the grades my students get, they could get into Ivy League schools, well except the whole diploma thing, but you get what I'm saying, right?
Some of my students are graded on standards based report cards, I thought that was a great idea, until I had to grade one of my students with it. The operative words being, Grade Level. Ummm....no, they are not at grade level, but we're working on the basics, that should count for something!
Imagine being the parent who reads that report card, that's a bit discouraging, don't ya' think? Not progressing, not progressing, not progressing....
Parents of students with special needs are reminded over and over about what their child can't do, and now we put it on paper every term as a reminder.
If we grade students at grade level, my students would all get F's. Is that fair? Is it fair to give them all straight A's and B's? What about the parent who questions the report card grades, and questions their progress?
"My son/daughter got an A or B in reading, but is still learning to read in middle school, how is this possible?"
We aren't allowed to write it was modified work, or that it was received in a substantially separate setting. So if you didn't know the student, picked up their report card off a desk, you would think they are brilliant! And they are! But what if you compared them to their typical peers?
At the end of this school year, I said good bye to three students I had since 6th grade and one student I've had since 5th grade. They will be going to the high school next year, and they are ready.
In the time they were with me, they have become so independent, caring and respectful, self advocates, and hard workers.
In my class that means they no longer swear, they hold the door open for others, use please and thank you, they can get their breakfast and lunch independently, they can get out what they need to do their work, they can sit quietly and do their work, attend some classes and after school activities by themselves, prepare a snack by themselves, know what to do in an emergency, have a conversation with others, show respect to others, and help others.
Many of these things they can do better than their typical peers.
These are all skills we have worked on every day throughout the years, they are ready to be contributing members to their community, and I am so very proud of them.
How do you grade that?
Sunday, April 1, 2012
Special Education:Homework From a Parent's Perspective
This is a response for a class I was taking. We were discussing how to support students and homework! A new to the profession teacher was talking about parents needing to provide a quiet space, setting aside time to work with their child, setting up a schedule-20 minutes then a break then continue, checking assignments, etc which as all well and good in a perfect world.
I am a mother against homework and also a (special education)teacher against homework. I do not give homework to my students. My students are significantly below grade level with moderate disabilities. If what I have to deal with in class all day is any indication of what is going on at home, I don't want to put any added stress on parents. I do provide educational websites students can check out, and suggest parents read to their children, spend time together playing a game, but I do not send home homework. Many of my parents are working full time, some even the overnight shift, or going to school themselves. Evenings are rushed with getting dinner on the table, going to appointments, and getting ready for the next day.
As a mother of a child with ADD, anxiety, and Aspergers, it is VERY difficult to get her to do her homework. Your ideas are great in theory and BELIEVE ME we have tried, but it doesn't work that easily. By the time it's homework time, ADD meds have worn off for the day. You can't add another dose, she will never sleep at night and it will increase her anxiety. Her anxiety doesn't allow her to be left alone, so someone needs to be sitting with her for company and to keep her on task, (remember the ADD meds have worn off). The ASD kicks in with her lack of executive function and having to complete everything perfectly. Lack of executive function means she probably doesn't have her assignment written down, (Ok, here's a great idea, try taking a pic of it with your iPod...she forgets to do that!) next she won't have the book at home even though she's supposed to have a second set at home, she gets upset that it takes her twin sister no time at all to do her homework and have free time. By now we have sat and done homework for 4-6 hours. It's 10:00 at night, she hasn't showered yet, or gotten her clothes or lunch ready for the next day. I'm tired and frustrated, she's tired and frustrated, and it's ONLY 8th grade! :sigh:
I tell you all this because this has been going on since 1st grade. As a parent, I have been doing this for a long time and I have tried a lot of different strategies. Maybe by the time a student gets to you, the parents are tired, maybe they have already tried all that you suggest and more and they haven't had success, so it's more of the same. If you keep trying the same thing you will keep getting the same results. If they have tried it before and before and before and it didn't work, they need something different.
I give you this from the perspective of a parent. We have talked a lot about communication being important, I hope this helps.
I am a mother against homework and also a (special education)teacher against homework. I do not give homework to my students. My students are significantly below grade level with moderate disabilities. If what I have to deal with in class all day is any indication of what is going on at home, I don't want to put any added stress on parents. I do provide educational websites students can check out, and suggest parents read to their children, spend time together playing a game, but I do not send home homework. Many of my parents are working full time, some even the overnight shift, or going to school themselves. Evenings are rushed with getting dinner on the table, going to appointments, and getting ready for the next day.
As a mother of a child with ADD, anxiety, and Aspergers, it is VERY difficult to get her to do her homework. Your ideas are great in theory and BELIEVE ME we have tried, but it doesn't work that easily. By the time it's homework time, ADD meds have worn off for the day. You can't add another dose, she will never sleep at night and it will increase her anxiety. Her anxiety doesn't allow her to be left alone, so someone needs to be sitting with her for company and to keep her on task, (remember the ADD meds have worn off). The ASD kicks in with her lack of executive function and having to complete everything perfectly. Lack of executive function means she probably doesn't have her assignment written down, (Ok, here's a great idea, try taking a pic of it with your iPod...she forgets to do that!) next she won't have the book at home even though she's supposed to have a second set at home, she gets upset that it takes her twin sister no time at all to do her homework and have free time. By now we have sat and done homework for 4-6 hours. It's 10:00 at night, she hasn't showered yet, or gotten her clothes or lunch ready for the next day. I'm tired and frustrated, she's tired and frustrated, and it's ONLY 8th grade! :sigh:
I tell you all this because this has been going on since 1st grade. As a parent, I have been doing this for a long time and I have tried a lot of different strategies. Maybe by the time a student gets to you, the parents are tired, maybe they have already tried all that you suggest and more and they haven't had success, so it's more of the same. If you keep trying the same thing you will keep getting the same results. If they have tried it before and before and before and it didn't work, they need something different.
I give you this from the perspective of a parent. We have talked a lot about communication being important, I hope this helps.
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