Another interesting session this week!

Another interesting session this week!

This week was another lesson that made me question why we do the things we do:

1. Guessing words from context- This wasn't the first time I heard that guessing the meaning of words from context is ineffective. However, in textbooks and in our curriculum at our IEP, guessing words from context plays an integral role on what students should be able to do. The exercise that was presented during the class was an excellent example of how we can really incorrectly guess the meaning of the right word. It makes me realize what my students really do when we complete these exercises. In the end, I have to explain and describe what the word really means because the guesses have a tendency to be extremely off.

2. Don't grade the first draft- Before working at my current job, I never graded the first draft for the reasons outlined in the session. However, I started grading the first drafts in order to make myself appear to be "in line" and "accurate" with the other teachers who are teaching the same level of students. I struggle with this because I don't feel the grading motivates the students to try and take risks. I may have to change and do what I think is right instead of what is expected of me by others.

Comments

  1. Scott GrayDecember 1, 2017 at 6:07 AM

    I want to avoid the grading aspect and make it a more positive learning oriented exercise but reality does butt its' head in and I do tend to grade first drafts. I do love the idea of giving the final grade on the first draft paper and not the final one. I do skate this issue though and recently I have not given any grades on papers or work in my writing class but just corrected errors or hints to correct the errors themselves. The other way I skated the issue was in the way one of the teachers we had in to give us drama help said he gives a this would be the grade for this project if you did nothing else. The huge expectation is that they need to fix and expand on what they have already done and the mistakes aren't penalties but warnings that they can fix. I wish you luck there as I know the pressure of admin who just want to have something to pat their backs with or be able to hit the teachers over the head with. Hang in there!!

    ReplyDelete
  2. Elizabeth BekesDecember 1, 2017 at 6:46 AM

    I think it might be an idea to give a grade or a percentage on the first effort saying that students have the opportunity to improve on that result.

    ReplyDelete
  3. Scott GrayDecember 1, 2017 at 6:55 AM

    I agree Elizabeth the most important thing is to get them towards a growth mindset of how can I do it better. Here in Japan many are deathly afraid to try and say anything unless its perfect so getting them used to mistakes and dealing with them feels a large part of my job.

    ReplyDelete
  4. Scott van LeenenDecember 3, 2017 at 6:35 PM

    Or acknowledge students who actually read, understood and improved after reading the first grading? Reward students who (after the first grading/feedback) improved the most ?

    I find it very frustrating when students ignore or disregard my feedback via laziness or a feeling of superiority (or their not fluent parent or cram school teacher told them otherwise)

    ReplyDelete
  5. Scott GrayDecember 4, 2017 at 8:19 AM

    Yeah preach the positive and take the long road where supportive will win over in the long run. Yeah frustration is almost a way of life for teachers, eh?

    ReplyDelete

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