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”.