I wish I could say this post is urgent, but alas, I know the truth: I’m avoiding ‘real’ summer work– the projects and ideas that are supposed to rejuvenate me and get back in touch with my ‘real’ self. So here’s a deal: I’ll write this post, and then go do something. Maybe take the dog for a walk. Maybe organize my jewelry box. Or go find some Pokemon. Who knows? The world is wide open. And gotta catch ’em all.
When the school year starts again, it’s closed, boxed, a hedge maze of navigating rules and schedules. And consistently over the years I’ve tried to shape and refine my teaching practices. Sometimes those practices come at the will of administration and changing district policies, but all in all, I know those are in alignment with my personal teaching values more than ever, and truth be told I am feeling a great confidence of agency. As long as I can honestly say what I’m doing is in the best interest of students as my litmus test, then every decision holds integrity and intention.
The “A” Word
One such is the notion that teachers grade everything. We’ve gotten in this feedback loop of complaining about when students aren’t motivated, even for grades, and then use too many sticks and run out of carrots. In this post about accountability, I should have said ‘punitive’ — but was trying to be too soft-edged, I suppose. I am really starting to dislike the word ‘accountable,’ and I know that bias is all mine. Accountability is an accountant, a bean-counter, a points-shiny-stars-gamificationated-hoop-jumping word. Please– any other word but ‘accountable.’ If, in my book club, the other ladies said, “we are going to hold you accountable for reading all the books” I’d be so out of there my wine glass would shatter from the squealing of tires. We read each other’s book choices because we get to discuss things with those of various points of view. And there are snacks.
The question became side-tracked, naturally. And that’s fine. Let me see if I can get this back on point: the 40 book challenge is meant to create readers. There are multiple ways for students to share what they’ve read.
The post I linked above says many things, but mainly this:
Consider this: when doing something like a 40-book challenge, weave in the next two concepts about technology and grading policies. Consider carefully what the goal is. It takes students some getting used to doing something because it’s amazing. Maybe I can do a mash-up between books and Pokemon? Wait, what am I saying?!
Technology:
If you want to know exactly how to best use technology for any student, underserved or not, read this article by Molly B. Zielezinski @mollybullock. What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students. The article provides clear constructs for how to use technology in the classroom.
Grading Policies
Do No Harm: Flexible and Smart Grading Policies by Andrew Miller. Our new admin had their plates full last year; I wonder if a discussion about grading policies will hit the meetings this year? I hope so. As a staff, learning new ways to grade and assess effectively and meaningfully would sure go a long way to help our students we serve. I had a great conservation about grading policies in Twitter at #edchat the other day. It’s on everyone’s minds, and something that the current grading software programs we use don’t provide much in terms of true reflection of growth or stagnation, for that matter. I am going to integrate Miller’s ideas in with my syllabus for this year, along with some of the grading policies and explanations for parents.
Tardy Slips
This is one of those issues I didn’t think was a big deal until I encountered an interpretation I had never considered before. If a student is talking to another teacher, and receives a late pass, but another teacher still marks them down tardy as his/her only means of showing that the student missed instruction, what is the point of this? If a teacher’s class runs over a few minutes, and then asks that those students are not marked tardy, why wouldn’t people honor that? Perhaps, like the word accountable, there needs to be different shades of meaning: if a student is clearly hanging out in the bathroom avoiding class, then yes, tardy. But for those times where students need to confer with a teacher for a few minutes, but another teacher needs to show that they missed the entry task, perhaps a ‘conference’ demarkation would be a good idea? That way they’re not punished or disciplined in any way, and it shows that the student was attempting to get clarification on something, and allows for flexibility for the entire staff.
Rethinking Everything
Good.
If we truly want this school-to-prison pipeline to be shut down, it’s time.
Well, I made a deal. This post is done. Time to honor summer again. I felt as if I haven’t gotten anything done, or accomplished, but that’s not true. I made this, and others are going to share it. I hope you will, too.
I am not, repeat not, criticizing any teacher. This is my personal reaction to the word “accountability.’ Accountability stole all the oxygen out of my teaching lungs for a time. I would walk two miles out of my way to avoid the bully ‘accountability.’ Accountability steals milk money, and posts smack on social media. Now, however, its cousin, ‘engagement’ and wiser auntie ‘choice’ have much better success. Right now I’m not sure how I feel about summer slide, or if it even matters. Yes, would I love it if students found those secret, delicious books that seem to speak only to them and they voraciously read all summer? Heck yes. But this notion of summer reading, once it gets the taint of accountability on it, it’s destroyed. If I have any influence on the continuity between the 7th-grade students and the incoming 8th, I plan on having our local librarian and ‘She Who Has Been Hugged Personally By Neil Gaiman’ Rebecca H. She’s coming to our school again, luring children to her library lair of fantastic books, electronic prizes, and air conditioning. Power mojo indeed.
