Getting an A is something that has always been in my mind and in my students. Now my students are only in Kindergarten and do not receive letter grades about they are still asking “Did I do it right?” or “ Did I get them all?” They are always looking to get the top grade. I love the section in the Art of Possibility where it talks about changing people and how in a world of measurement we are always trying to change people. The book goes on to state that we are not changing people but the relationship. This struck me as something so very powerful. In working with at-risk students I am always to make a relationship or connection with them in hopes that they might achieve great success.
I see how grades can make someone stir crazy because at times through this program that is where I found myself. I was doing my best but could not wait for my grade to be posted and if it wasn’t I would worry. I have come to the realization that I need to work on my mastery of the task and do my best. If I am able to achieve those too things than I have reached my goal. I also keep trying to remind myself that in learning mistakes happen, I am not always going to be perfect and I should not expect that of myself.
Holly - I am right there with you with grades. I still check my grades on FSO regularly and find myself getting anxious if it's not an A+. My gifted students are the same. What do I have to do to get an "A" is the first question they ask. Of course, I also have students who are happy with a "D." I'd like to change the focus away from grades to an achievement of knowledge - sort of like leveling up in gaming. That's my project for this summer!
ReplyDelete@Holly.
ReplyDeleteI remember in month one of this EMDT program the first blog post Dr. Wyly asked us comment on was an article about grades and whether or not they should be based on performance vs. effort. As a graduate student I assumed the answer should be performance. However, as a homeschool elementary teacher I rarely give a true letter or number grade. I typically give work back until they get it right and add feedback in the form of comments to all of their work. Still they come to me and say, “Since I got one wrong is that a 90%?” or “Would that be a B?” So, I can easily picture your kindergarten students anxiously asking you for feedback.