A student--a READER who always has her nose in a book--fails Language Arts for the second time.
These situations happen all over the country, but why? How does this happen, and how do we address it?
The Mindshift podcast "Grades Have Huge Impact, But Are They Effective?" addresses some of these questions and the myths that surround grading.
One of the featured teachers, English teacher Monte Syrie, shared a story about a student writer who earned a "C" because she repeatedly forgot to complete her journal entries, despite writing beautiful papers, conferencing thoughtfully with the teacher, and producing work at an advanced level. In response, he spent years thinking about how grading systems impact relationships and student motivation.
Monte Syrie addresses how teachers can start to prioritize student learning and feedback over scores via his post "No Grade November." This gives great ideas for how people of all comfort-levels regarding changing grading can make reflection, relationships, and fairness more of a focus in the classroom.
As you close out the first marking period and think about grading as a measure of student progress, take some time to check out one of these resources and reflect:
Are your systems working for you and your students?
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