Making the Grade!

     Building self-esteem in any classroom is a never ending, sometimes daunting task.  Every year a large portion of my students enter fifth grade with a low self-image of themselves as people, or themselves as students.  An even larger percentage of that group has become conditioned to view school as a negative.

     As a teacher my main focus has always been on raising my students’ awareness of themselves, especially within the group mentioned above.  Learning new concepts can be difficult, unlearning negative conditioning is even harder.

      A performance based grading system is commonly used in school districts across the nation.  Students who do well on classwork, quizzes, or tests receive a letter grade.  This communicates to the teachers, students, administrators, and parents how well or how poorly a student is doing. This practice is as true in my class as any other.  The only difference is…I do not put as much focus or importance on what a grade is, as I do to when I put a grade in my grade book.  Grading papers does not mean that I put those grades in my book automatically.  Grading is my way of seeing what or how well the class (As a whole) comprehends a subject.  If all do well…the grades go in.  If there are mistakes/errors…I revisit, reteach, and then reevaluate.

     Being self-contained allows me the luxury of time.  I am not constrained to teaching what I can before my students change classes.  I can take an extra ten minutes, or half hour to continue teaching any day I feel it is necessary.  My daily schedule is extremely flexible regarding this.

     When introducing a new subject, we (My class and I) always begin with discussion.  I explain my expectations, and always tell the kids that they each will have this mastered before we are through.  After finding out what the kids already know, I begin to model, and informally assess concept attainment throughout the lesson.  We soon begin to try.  I give them a practice worksheet or problems on the board.  Independently the kids try to apply what they have learned using pencil and paper.  When all are finished, we then (Whole group) assess answers and/or solutions.  We analyze all answers, pointing out mistakes, and how to correct them.  I emphasize always that carelessness is something that plagues us all.  To this end I encourage my students to find the mistakes, or careless errors, and then discuss strategies to lessen the frequency of these errors. 

     My goal…for every lesson…has always been that 100% of my kids will ace what ever work is in front of them.  If it is discovered that one or more have achieved less than 100%, we begin again.  Another power lesson is demonstrated, and we all try again.  Without fail, each subsequent try reveals more of my class achieving success.  Only until all have attained the concept do we stop and move on to another subject.  NONE of the practices, none of the trying is put into my grade book.  This would completely defeat the purpose of my kids who took a bit longer to understand how to perform with success. 

     The next day…we begin again with the previous day’s subject/lesson.  Retention is always higher the second day.  After practicing, I let my kids know that it is time to celebrate, and I hand out the assessment (Assessment meaning classwork, a quiz, or a test -whatever applies) that will go in my grade book.  Grades are always good, and self-esteem rises! 

     I follow the pacing guides for fifth grade.  I have never been ahead of anyone, and I admit that I am frequently behind, but never more than a week or two.  I give the same assessments the other fifth grade teachers do.  My quizzes and classwork are both self-generated, and per our curriculum guidelines. 

     I do not test or quiz until I know all of my kids are ready.  I have always taken it personally if even one of my students does poorly.  In my mind doing poorly does not mean that there is something wrong with the student (s), it means that my lesson was not effective enough for all!  The challenge should always be to reach all students.  If we begin a lesson, and end it with a worksheet that will show what the kids have learned, only to find that most have done well…my genuine feeling is that I have failed some of my students.  This has never been good enough for me.  We keep going until everyone comprehends.

     Working with individuals is key also.  During any classwork time, there is great opportunity to work with individual students, or small groups.  Leading a student down a path is how it always begins, with the eventuality of that student taking the lead; finding their own way to concept attainment.  There is no greater moment for a child in school then when something clicks, and he/she understands a math concept or how to find the direct object in a sentence…especially when these subjects have always seemed too difficult to understand.  Self-esteem soars.

     Throughout the first marking period, fifth graders have a great deal to learn.  I use this precious time to teach all of my expectations, instill trust, and guide my students onto their own individual paths to academic success.  When a student proves to him/herself that they CAN do something, everything else is cake!  Some students are certainly more gifted in one area than another, but…all students can learn all subjects in time, and with effort.

     In sports, the arts, or any other arena…people are not assessed or expected to achieve greatness during practices, rehearsals, etc.  Expectations are that all of those involved will fall hundreds of times while working towards a goal.  These falls/errors/mistakes factor into achievement I believe academics should have the same kind of philosophy.  I have always believed this.  I don’t judge on practices.  I have never wanted my students to pay for trying, or to be condemned for making mistakes.  All mistakes factor into achieving success.  Each lesson brings with it mistakes that can be learned from.  This brings every student closer to concept attainment.  Then, just like an actual football game, or the opening night of a show…all of the kids know what to do, and are aware of there own abilities.  Those who have practiced will achieve success.

Is That A Knife In My Back?

     I recently read an article entitled (It was posted on my Facebook page by a friend and fellow teacher)..."What Teachers Really Want to Tell Parents" from cnn.com...it was very interesting, and to the point.  In short, the article was about the struggles that teachers have with parents nowadays regarding their childrens' grades, and/or behavior in school.  A certain adored by staff principal was quoted upon her retirement as stating..."I just can't deal with parents anymore, they are killing us!"
     Within every school district there are horror stories about combative parents who go as far as to hire a lawyer if their child has been reprimanded, disciplined, or given a grade lower than the parent (s) feels is deserved.  A teacher's word isn't good enough anymore for most parents.  The climate certainly has changed from when I was in school.
     I am not writing today to take issue with this topic, though I feel sorry for the new teachers.  They have entered a once revered profession and must contend with an outside rank of bullies made up of parents.  My fear for them is that no matter how well trained or educated, these newbies must learn to survive while surrounded by wolves.  Statistics show that the average new teacher continues teaching only about 4.5 years...much of this has to do with parent issues (Believe it or not).  If I could say something to all of the novice teachers out there it would be...this may be how it is, but it isn't how it has to be.  Be strong, cover your bases, write everything down, and always have a witness.  I hate having to state this...it is smart, but goes against the integrity of being an educator.  At Open House...explain your philosophy, and classroom management style.  Make sure your parents know everything upfront.
     OK...Another part of the article spoke about what a good teacher is, and what a bad teacher is.  In defense of the teacher that gave little Johnny a 79, the article stated that the parents of little Johnny should not battle this grade, and fight the teacher about it.  The parents should be grateful to the teacher, because giving little Johnny a 79 promotes a good work ethic, and that if Johnny works real hard he will get a better grade next time.  The article states that this teacher is a good teacher, not an enemy.  Then the article speaks about the teacher who gives nothing but good grades...all A's, and B's...never a failing grade in the pot.  This is a bad teacher who would rather fake their students' excellence so they don't have to deal with the parents.  I agree with the bad teacher analysis to an extent.  Any teacher who manufactures grades should be sent packing.
      I do wish to take issue with every kid succeeding.  With every kid achieving.  With every kid mastering.  It is a reality, and it can be done in a classroom.
     I consider myself a NON-traditional teacher.  I take pride in this, and it is no small matter to me.  I make it a top priority that ALL of my kids succeed...not just a few, not just most...ALL!  My philosophy has always been that if even one of my kids "Doesn't get it"...I teach it again.  My grade book is not a place that I record failures...only achievements.  I also don't rely on my own abilities to teach...I pair students up so they can teach each other.  Many times a student who doesn't understand algebra, or how to find a predicate will "Get it" with a peer.  I do NOT put practice items in my grade book, especially when we begin a new topic.  During the first marking period I give my students the chance to fix what they may have done wrong on classwork or a classroom test...this helps them see where their mistake are, and further know what I expect of them on future tests.  I encourage my kids to read what excites them for AR, and we do AM twice a week to keep the math-juices flowing...every marking period my kids make their AR & AM goals!
     Let me make it clear.  I teach a regular ed, 5th grade classroom.  I am self-contained (Which means that I have the luxury of time).  I will not stand for a failing grade, nor will I accept the notion of putting a zero in my grade book.  I work with individuals who struggle with Math or with Reading, or I have peers work with each other.  I do not pound my kids into submission, nor do I take away all freedoms if the kids do not achieve.  I encourage, I give pats-on-the-backs, I give free time, or extra recess to the kids for working hard, and acknowledge those who have gone above and beyond.  I talk to my kids, and they talk to me.  When there is a problem we handle it all together...as a community.  I promote honesty, respect, and compassion in my classroom.  I have fun...WE have fun.  After a lengthy day of hard work and tests, we take a break (5 minutes or so)...and listen to music, or talk about current events...or anything that strikes my students' fancy. 
     I AM that teacher who gives all good grades.  Does this make me a bad teacher?  I don't manufacture grades...THE KIDS EARN THEM!  It came to my attention many years ago that I had been talked about...by colleagues...regarding my entire class doing so well.  When I say talked about, I don't mean in a good way.  It continues to this day.  Then, I didn't understand why...didn't take me long to figure it out.  Over the years I have heard teachers say things like...Johnny got a 69 in Reading, what an idiot...or....Sally would have done better if it weren't for all of those zeroes!  I guess these are the traditional teachers.  The ones who record the failures when their kids don't get it.  The teachers who have no problem putting zeroes where achievements should go.  These are the good teachers!
     I no longer give a rat's pa-toot what my colleagues think.  Over the years I have received many new students at mid year.  Not from other districts...from other classrooms in our school.  They weren't succeeding where they were, they weren't turning in work, or doing their homework.  They were sent to my classroom...to Mr. Mac World!  In no time they were doing everything they weren't doing before.  I love it when other teachers ask (The ones who sent their kids out)...so, how is Little Johnny doing in your room?  I get to say...he is doing GREAT!  Makes my day!
     I have spent my career pulling knives out of my back...I say whatever!  I am proud of my kids both academically and socially.  I can't imagine bragging to fellow teachers about how I failed a kid, or about how many zeroes I recorded.  The teachers talk as if that is all the kids' fault! 
     I will NOT fail my kids.  I have always, and will always strive to do everything in my power to guide kids towards success.  At the beginning of the year I make my students one promise, and one promise only...I will NOT let them fail! 
     Yes...that is a knife in my back...but I don't mind it.  When I consider who is doing the stabbing...I don't mind at all.