Rules For Posting To This Blog and Weekly Blog Question

1. Only use your first name (no last names, addresses, IM screen names, etc.)
2. Show respect and consideration of others when posting and commenting. This includes individuals, students, organizations, political parties, colleagues, etc.
3. Check all posts for spelling and grammar errors before posting.
4. Protect the privacy of others. Gain permission from other people before you write about them. Avoid sharing someone else's last name. Use job titles or pseudonyms when writing about experiences with your co-workers or students.
5. Watch your language. Use politically correct and non-offensive language.
6. Make sure you write about things that are factual.
7. Keep your postings education-oriented. Avoid discussing plans for the weekend, etc.

FINAL BLOG POST - OUR "DAILY TRIPLE" (DUE 12/1).
This week I would like you to use your imagination. You have just won the lottery and will leave your teaching post immediately to travel around the world. As you leave your keys you meet your replacement. You are asked to give this new teacher just ONE piece of advice. What would that be, and why? Enjoy your world expedition!

Blog Post - Week 7
This past week in my own teaching I felt a little disconnected which prompts my question to you, "What was the moment (or moments) when I felt most disconnected or disengaged as a teacher - the moment(s) I said to myself, I'm just going through the motions here?"

Fall Semester 2016 Blog Post - Week 6
For the past couple of weeks you have experienced asynchronous online learning (doing modules by yourself). Previously this semester you have experienced synchronous online learning (all together in the Collaborate room). Which do you think is more effective and why do you think that? Which do you like better, and why?

Fall Semester 2016 Blog Post - Week 5
This week we have what we call "open mic." You can write a post about anything related to your teaching that you would like responses from your classmates.

Fall Semester 2016 Blog Post - Week 4
Here is this week's question: "What was the event that most took me surprise this week - and event that shook me up, caught me off guard, gave me a jolt, or made me unexpectedly happy?"

Fall Semester 2016 Blog Post - Week 3
Please write a post about the following question, "In thinking about my past week teaching what is one thing I would do differently, and why?"

Fall Semester 2016 Blog Post - Week 2
Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

Fall Semester 2016 Blog Post - Week 1
Describe something you used in your program in the first weeks of school that you learned in the summer NTI program. How did it work? Did it get you off to a stronger start than last year?

Sunday, February 14, 2010

Building Students through Positive Evaluations

I believe that teaching high school students is a calling and that it is a privilege that I have been blessed to do. Personally, after six years working in the classroom and after 30 years of working with youth, I have never found one student that I did not like. That is not to say that I have not had any bad or aggravating students. It simply states that I have chosen to like the student despite their bad behavior. However, when it comes to evaluations that I use in the classroom, the separation between the student and their work is not as clearly defined. I always have some students who possess unlimited abilities and are truly gifted. Evaluating these students is a breeze. These students are generally evaluated strictly by their work. Usually the bar is raised to challenge the student to achieve their best. Then, there is the middle of the road, average student. These students are generally evaluated by their work also, but some hedging may be given depending on each student’s situation. This might include accepting late work without penalizing the student’s grade. After all, the purpose for giving the work was achieved even though it might have created more work of me. Then there are the students with limited abilities. I believe that all students when given enough time and accommodations can learn. Whenever I have a student in this group, I cater to these students in order to help them learn the objectives of the course. These students may not progress as quickly as other students. So, I set the standards at an appropriate level for the student’s ability and carry them as far as they can go. My personal teaching objective is to make the subject interesting, the work challenging, the tests both appropriate and valid and the evaluations as positive, encouraging and as meaningful as possible in order to encourage and motivate each student. It is for this reason that I have a personal, unwritten policy that if any student who gives me the honor of taking my class will; give me their best attention and effort, do as I ask, complete their work to their best ability and study as needed, I will in turn will do my best to help the student pass the course. This involves allowing students first completing each assignment according the standards stated in their rubric. Then, a student may be allowed to redo a drawing assignment with corrections for a better grade as needed. If for some reason one of these students does not master some of the objectives this year, I will pick where we left off when they return for the next course. Typically, students desire to do well. Whenever they receive a sense of accomplishment, they usually enjoy what they are doing. On the other hand, some students work hard to become a good drafter but are never quiet able to get it. I do not tear these students down by grading them too harshly. They, with some hedging, usually pass the course. These students generally chose to not take a second drafting course. As a result, the student receives the credit they have worked for and I am usually able to maintain a positive influence in their life. I believe the most important education that I may give my students often has little to do with the drafting. I always consider the old adage, “No one ever cares how much you know until they know how much you care”.

1 comment:

Thozi said...

Wow, what a well-balanced view you have of the meaning of education, the meaning of "truly" caring for students, and the meaning of the purpose of an educational exercise. I hope that many in the field can assimilate this attitude. This world would be a better place if teachers had these kinds of views. I particularly applaud your overall aim to get the student moving in his or her own direction even if he or she may not be the best in your class. Very impressive indeed, Wyndell.