JULY 30
There are 45 messages totalling 1916 lines in this issue.
Topics of the day:
1. Preparedness Mark
2. Intro and gradebook/lesson plan book (2)
3. Pencils and the bathroom....the bane of my existence!!!!
4. lesson plan books (2)
5. chapter 4--seating and desks (7)
6. Link to text of Rick's book
7. New teachers - ask your questions!
8. Procedures
9. seating and learning names (9)
10. Essential vs. Nice to Know
11. Classroom Rules (2)
12. Homework -- how much should it count? (2)
13. electronic grade programs & pictures
14. Re-taking tests and grading issues (10)
15. First days of school (2)
16. Beginning of year Assessment
17. Math Assessment
----------------------------------------------------------------------
Date: Wed, 30 Jul 2003 07:35:20 -0400
From: Mendy Gannon
Subject: Re: Preparedness Mark
My teammates and I give a preparedness and participation mark on a
weekly basis. It counts for ten percent of their overall grade and it
works like this:
Students earn up to a 100 points per week (20 per day on a five day
week) For record keeping, we have what we call the "magic clipboard"
and
students start off with their daily allotment of points. They lose
points for not having materials, and for being off task. We weight our
grades, so the 10% comes from the average of the nine weekly grades.
We keep the clipboard sheets in a binder, so we have a weekly picture of
each child's week in class -- were they prepared? Talking? Daydreaming?
Drawing? If the behavior doesn't stop with the notation on the clipboard
(and we stole this idea from someone on the list!) we conference with
the child and have them sign the back of the sheet. If someone is
having a bad week, we touch base with the child and the parent.
The kids actually named it the "magic" clipboard as all one of
us has to
do is pick up our boards and look -- and magically students are on task
. . . :)
Mendy Gannon
Lady's Island Middle School
Sixth Grade
------------------------------
Date: Wed, 30 Jul 2003 06:34:08 -0500
From: Lori
Subject: Re: Intro and gradebook/lesson plan book
Rick wrote
> As you work with this format for the middle school level, how do you
account for variances in periods? ...Just handwrite modifications onto the
hardcopy then type it in later once you're back at your computer? There
are many days when periods are asynchronous with one another, resulting
in
different activities and assignments. How do you keep up with such
differences? --
Excellent questions. At this point, I don't know. I'll likely just write
changes onto my plans. I'll see how it goes as the year progresses.
Lori
------------------------------
Date: Wed, 30 Jul 2003 08:08:00 -0500
From: "Rick S."
Subject: Re: lesson plan books
Rick
I know that in our district, the principals are required to view our plans
weekly. It is actually in their ratings that they have done this. I just
do my plans for them and as they change through the week, they just change.
~Rick Speigner
------------------------------
Date: Wed, 30 Jul 2003 09:47:11 -0400
From: Carrie Becker
Subject: chapter 4--seating and desks
Thanks for all of the seating arrangement options, Rick! I'm excited to
t=
ry many of them and see how they work in my classroom space. I really lik=
e your point about minimizing back rows...I think that's so important for=
all students. My arrangement for starting the school year is similar to
=
your Senate, with 6 rows of 4 desks each, three rows on each side of the
=
classroom, all angled toward the front of the classroom where most of the=
action happens with the whiteboard, overhead, maps, etc. It works well b=
ecause I can see everyone's faces and is easy for group work with differe=
nt students.
In my classroom I have 24 student desks that are often seen in elementary=
schools (chairs not attached, desks with storage space). Now that we are=
going to be a middle school and changing classes, I'm wondering how to h=
andle this. A few questions about seating...
After the first couple of weeks do you have assigned desks for the studen=
ts for each period (my homeroom class would since they would be there for=
reading and social studies and the desks would contain their supplies)?
I am concerned about the supplies in the student desks 'disappearing', re=
gardless of how many times we discuss the importance of keeping hands out=
of the desks. The past two years we have been switching for science and
=
this has been a bit of a problem. Any suggestions?
Thanks!
--Carrie :)
------------------------------
Date: Wed, 30 Jul 2003 10:32:35 -0400
From: Rick Wormeli
Subject: Re: Intro and gradebook/lesson plan book
Hey Lori -- These are concerns for all of us. We all fiddle with this from
time to time. If you find a good answer, write a book about it -- you'll
sell a million! :-) -- Rick
-----Original Message-----
Rick wrote
> As you work with this format for the middle school level, how do you
account for variances in periods? ...Just handwrite modifications onto the
hardcopy then type it in later once you're back at your computer? There
are many days when periods are asynchronous with one another, resulting
in
different activities and assignments. How do you keep up with such
differences? --
Excellent questions. At this point, I don't know. I'll likely just write
changes onto my plans. I'll see how it goes as the year progresses.
Lori
------------------------------
Date: Wed, 30 Jul 2003 10:32:38 -0400
From: Rick Wormeli
Subject: Re: lesson plan books
Hi Rick -- Yeah, I realize that. It's too bad those in positions to make
decisions above those decisions made by principals see this sort of thing
as
helpful. I'm glad there's flexibility in your class, school, and district
to allow for those changes. It's a drain on your time to submit them and
it
cause some undue anxiety, but at least your folks are realistic. There are
many schools, however, in which teachers are admonished if what they teach
doesn't match what they wrote down for the principal for the week. 'Gives
me the willies... (spelling?) -- Rick Wormeli
-----Original Message-----
Rick I know that in our district, the principals are required to view our
plans weekly. It is actually in their ratings that they have done this.
I just
do my plans for them and as they change through the week, they just change.
~Rick Speigner~
------------------------------
Date: Wed, 30 Jul 2003 10:44:33 -0400
From: Rick Wormeli
Subject: Re: chapter 4--seating and desks
Hi Carrie -- Yes, I assign seats. Every time I think students are doing
well enough to choose their own seats and I let them, I regret it. Then
I
come across as wishy-washy if I keep changing them. Although I reserve the
right to do that, I try not to do so. Determining the assignments takes
time, but it's worth it. As I mention starting on page 55 in DOAB, I seat
them boy-girl-boy-girl and it calms things quite a bit. I also spread out
those students who might be management issues as well as my students who
are
models of appropriate behavior and I fill in around them as the chemistries
seem to fit. I change seating arrangements at least once a month to keep
things fresh and not too territorial. Changing seats often helps those
students who are struggling to make sitting next to someone they don't like
possible -- they realize it's temporary.
I know this is going to sound weird, but when I've taught in middle schools
in which the classroom desks were like the ones you describe (with storage
spaces in the desks and students move from teacher to teacher for each
subject), I turn the desks around so there is no access to the storage
space. Students can handle their one or two periods with me without having
to store items in the desk. Of course, we have lockers in these situations,
but I've also used storage cubbies along one wall. This way I can move
students into flexible groups whenever the lesson calls for it without
students feeling like someone is sitting in their spot. Yes, we have anchor
seats or home base in each class to which students return but their minds
are open to shared space this way.
In my son's school (he's in 6th grade and it's housed in an elementary
school), they keep the desks as normal and just track who sits where and
if
anything is stolen or damaged, the children who sit in that desk during
the
day are interviewed by the teacher. I guess I'd rather they spent time on
other things. - Rick Wormeli
-----Original Message-----
Thanks for all of the seating arrangement options, Rick! I'm excited to
try
many of them and see how they work in my classroom space. I really like
your
point about minimizing back rows...I think that's so important for all
students.
Thanks!
--Carrie :)
------------------------------
Date: Wed, 30 Jul 2003 11:46:35 -0400
From: Cossondra George
Subject: Re: chapter 4--seating and desks
I also turn my tables arond so the cubbies are not easily accessed. This
cuts down on the amount of extra junk students bring to class since there
is
no where to put it, and it cuts down on the garbage left in the cubbies
for
me to clean out (YUCK!). Even my homeroom kids do not store items in the
cubbies long term. They use their lockers and the bothering of other's
materials is eliminated.
I try to change seats every 2 weeks. I vary the method - usually I choose
but on occasion I allow students to choose or use a random assigment method
(playing cards or computer generated). The difficult but one the students
appreciate: I have them anonymously write up to 3 people they would like
to
sit by, and ONLY 1 that do not want to sit by. I then very laboriously use
this info to create a seating chart. It is time consuming so I usually on
do
this mayabe twice a year but the kids are usually very happy in these seats
and I leave them there a longer period of time (until the talking issue
becomes a problem - I warn them the first day that "their" seating
arrangement is in jeopardy - the next time the class is chatty, I do not
say
anything, they just have a new seating chart when they arrive the next day.)
Kids like to change seats often - we do lots of group work with "your
table
mate" so I like them to experience a variety of partners. It is more
work on
my part but they enjoy the changes and there is little complaining since,
yes, they know it is a temporary placement.
Cossondra George
------------------------------
Date: Wed, 30 Jul 2003 13:44:17 -0400
From: Carrie Becker
Subject: Re: chapter 4--seating and desks
I turn the desks around so there is no access to the storage
space. Students can handle their one or two periods with me without having
to store items in the desk.
This is an issue in our building because it is a temporary housing for fi=
fth and sixth grade middle schoolers there are no lockers. :( There is re=
modeling going on at the current middle school and we will be there next
=
year, with lockers, thank goodness! I have a closet in my classroom where=
students will keep their bags, jackets, etc, but their supplies will be
=
stored in their desks. I have turned desks around for students who have
d=
ifficulty concentrating on the task at hand so that thought crossed my mi=
nd. I was just wondering if it was worth the time and effort.
In my son's school (he's in 6th grade and it's housed in an elementary sc=
hool), they keep the desks as normal and just track who sits where =20
I agree...I'd rather spend my time on more worthwhile things than trackin=
g students at desks!
--Carrie :)
------------------------------
Date: Wed, 30 Jul 2003 13:54:41 -0400
From: Carrie Becker <
Subject: Re: chapter 4--seating and desks
Even my homeroom kids do not store items in the cubbies long term. They
use their lockers and the bothering of other's materials is eliminated.
Since we don't have lockers we don't have that option. :( At least not for
this year...
I try to change seats every 2 weeks. I vary the method - usually I choose
but on occasion I allow students to choose or use a random assigment method
(playing cards or computer generated).
How do you do random assignment on the computer? I haven't done that before,
but it sounds like it would be interesting to try. I always place them myself
and mix up the kids so they aren't with anyone they were in a group with
for the last time.
The difficult but one the students appreciate: I have them anonymously write
up to 3 people they would like to sit by, and ONLY 1 that do not want to
sit by. I then very laboriously use this info to create a seating chart.
I have done this as well, but you are right, it is time consuming. And it's
always hard when you can't grant everyone's wishes. I do my best to, though!
I've never done the "ONLY 1 that do not want to sit by" I can
see where that would be good, too.
--Carrie
------------------------------
Date: Wed, 30 Jul 2003 14:10:53 -0400
From: Matt
Subject: Procedures
Carolyn, I'm curious about your classroom procedures booklet. I have considered
creating one for this year to hand out, giving students all the information
(ok, MOST of the info) they need to understand what to do and when to do
it. Such as:
* What do I do when my pencil breaks?
* What do I do when I have been absent?
* Am I allowed to use the dictionary?
Etc, etc, etc.
Is there any way you can share your booklet/list? If not, perhaps a
summary of the procedures you clarified in it?
Thanks
Matt
------------------------------
Date: Wed, 30 Jul 2003 14:05:53 -0400
From: Cossondra George
Subject: Re: chapter 4--seating and desks
Carrie asked: How do you do random assignment on the computer? I haven't
done that before, but it sounds like it would be interesting to try. I
always place them myself and mix up the kids so they aren't with anyone
they
were in a group with for the last time.
We use PowerGrade and it generates seating charts complete with pictures.
Pretty cool actually - I know some of the other electronic grade book do
this also -
Cossondra George
------------------------------
Date: Wed, 30 Jul 2003 14:34:35 -0400
From: CRW Pup
Subject: seating and learning names
Along the line of seating and the beginning of the year:
I put a little twist on the "alpha order" thing. I generally have
difficulty learning names, so I used a strategy last year that I found very
effective - I had just about all the names down within a week, and many
within the first 3 days, which was quite an accomplishment for me. I
seated them in rows (like someone else in the chat, I find that type of
linear arrangement most helpful to my recall as I'm a very spatial
thinker), but here's the twist - I seat them in alpha order by _first
name_. That way, if I blank out on someone's name but remember that she's
between Ahmad and Alex, then I can usually come up with the right name
(it's gotta be Aimee, not Kelly). :) It's also a good intro to scientific
thinking; I say something like, "A significant part of science is looking
for patterns. Who can figure out the pattern behind the seating
arrangement?" They've already figured out that it's not traditional
alpha
order, because some of them are thrilled not to be where they thought
they'd be (in the back, or in the front, depending on last name). Last
year I got a few incorrect guesses before someone hit on it.
The second thing I'm doing is new this year, so I don't know how effective
it is. I'll report back to the main list sometime in September. I got a
list of my students for this year from the guidance department, and then
made copies of last year's seventh grade yearbook pictures (I teach 8th
grade) and made flash cards of my incoming students. I'm going to see if
I
can use the flash cards in my remaining month of freedom (er, I mean,
"long-term curriculum planning time") to learn some names and
faces before
they even walk in the door. I remember being so impressed by a college
professor who used this trick and called each of us by name on DAY ONE!
I
don't know if I can do THAT (he had a lot fewer students than I will) but
I
can certainly facilitate the September learning curve for myself.
Liz
------------------------------
Date: Wed, 30 Jul 2003 14:45:59 -0400
From: Rick Wormeli
Subject: Re: seating and learning names
These are terrific ideas, Liz! Knowing a kid's name right away is very
endearing to students. It's like learning someone else's language --
Students feel respected by you. They feel like they belong and that they
are important enough to have their name remembered by this new teacher.
Good luck with the pictures and memorizing -- let us know how it goes.
Thanks for sharing these! -- Rick Wormeli
-----Original Message-----
Along the line of seating and the beginning of the year:
I put a little twist on the "alpha order" thing. I generally have
difficulty learning names, so I used a strategy last year that I found very
effective - I had just about all the names down within a week, and many
within the first 3 days, which was quite an accomplishment for me. I
seated them in rows (like someone else in the chat, I find that type of
linear arrangement most helpful to my recall as I'm a very spatial
thinker), but here's the twist - I seat them in alpha order by _first
name_. That way, if I blank out on someone's name but remember that she's
between Ahmad and Alex, then I can usually come up with the right name
(it's gotta be Aimee, not Kelly). :) It's also a good intro to scientific
thinking; I say something like, "A significant part of science is looking
for patterns. Who can figure out the pattern behind the seating
arrangement?" They've already figured out that it's not traditional
alpha
order, because some of them are thrilled not to be where they thought
they'd be (in the back, or in the front, depending on last name). Last
year I got a few incorrect guesses before someone hit on it.
The second thing I'm doing is new this year, so I don't know how effective
it is. I'll report back to the main list sometime in September. I got a
list of my students for this year from the guidance department, and then
made copies of last year's seventh grade yearbook pictures (I teach 8th
grade) and made flash cards of my incoming students. I'm going to see if
I
can use the flash cards in my remaining month of freedom (er, I mean,
"long-term curriculum planning time") to learn some names and
faces before
they even walk in the door. I remember being so impressed by a college
professor who used this trick and called each of us by name on DAY ONE!
I
don't know if I can do THAT (he had a lot fewer students than I will) but
I
can certainly facilitate the September learning curve for myself.
Liz
------------------------------
Date: Wed, 30 Jul 2003 14:58:54 -0400
From: Mendy Gannon
Subject: Essential vs. Nice to Know
My goal this year is to increase student choice and differentiation in
my classroom, and to do this, I need to be able to sift from the vast
wealth of historical knowledge the essential information/understandings
separate from the "nice to know" information.
My question is this: those of you already doing this -- how do you go
about it? How do you determine "the essential"? Anything you could
share
on your process would be helpful to me.
Mendy Gannon
Lady's Island Middle School
Sixth Grade
------------------------------
Date: Wed, 30 Jul 2003 12:05:21 -0700
From: Joanne
Subject: Re: seating and learning names
> These are terrific ideas, Liz! Knowing a kid's name right away is very
> endearing to students. It's like learning someone else's language --
> Students feel respected by you. They feel like they belong and that
they
> are important enough to have their name remembered by this new teacher.
> Good luck with the pictures and memorizing -- let us know how it goes.
> Thanks for sharing these! -- Rick Wormeli
I, too, love the idea of getting the class lists ahead of time and referring
to last year's yearbook. In my last school, we didn't get our class lists
until 24 hours (or was it less? hmmmm) before school started. It was treated
like some kind of state secret or something. I am going to ask this year
and
see if, in my new district, it is possible to get even a tentative list
of
class members. This is such a good idea, I'd love to do it, too. And if
the
class list changes somewhat? No problem, I will just know a few extra names
and faces. Can't hurt, can only help.
Joanne
------------------------------
Date: Wed, 30 Jul 2003 12:08:45 -0700
From: Melba Smithwick
Subject: Re: Classroom Rules
I have read most of the posts on classroom rules and how, where, when, how
often etc. do we handle situations like bathroom trips, pencil sharpening,
throwing trash ....... As you gain more experience, you will learn that
not one approach will work for a long time with middle school students.
Some times you will need to change the procedure more than once in a given
school year. Kids wise up and always find ways to bypass the rules or twist
them to suit their needs. The key, in my opinion, is to stay one step ahead
of them and change the process before it gets out of hand. One year requiring
the students to sign out on the chalkboard to leave the room was sufficeint.
On the other hand, the following year, I had to ask the students to sign-out
on a form I kept track of and on the board. Yet another year, each had a
bathroom pass good for 3 trips to the BR each six weeks. We must be very
flexible as we all know and always maintain a sense of humor and an open
mind. Think of it
this way:
Imagine yourself at a staff meeting and you must excuse yourself for a short
pause to the BR. Your principal requires all teachers to ask for permission.
So you ask and she/he responds with "Do you really have to go now?
Can't you can wait until the break?" Food for thought.
Melba Yvette Smithwick
Campus-Based Staff Developer
Corpus Christi ISD
------------------------------
Date: Wed, 30 Jul 2003 15:13:26 -0400
From: CRW Pup
Subject: Re: seating and learning names
At 12:05 30/07/2003 -0700, you wrote:
> > These are terrific ideas, Liz! Knowing a kid's name right away
is very
> > endearing to students. It's like learning someone else's language
--
> > Students feel respected by you. They feel like they belong and
that they
> > are important enough to have their name remembered by this new
teacher.
> > Good luck with the pictures and memorizing -- let us know how
it goes.
> > Thanks for sharing these! -- Rick Wormeli
>
>
>I, too, love the idea of getting the class lists ahead of time and referring
>to last year's yearbook. In my last school, we didn't get our class
lists
>until 24 hours (or was it less? hmmmm) before school started. It was
treated
>like some kind of state secret or something. I am going to ask this
year and
>see if, in my new district, it is possible to get even a tentative list
of
>class members. This is such a good idea, I'd love to do it, too. And
if the
>class list changes somewhat? No problem, I will just know a few extra
names
>and faces. Can't hurt, can only help.
Caveat - I did not get the _class lists_ - our district also waits until
the last moment to give us those. All I got was a list of all the kids in
my house (our school is so gargantuan that we have 5 houses to divide it
up
a bit). So it's all 130-some kids, but NOT broken down by class.
Liz
------------------------------
Date: Wed, 30 Jul 2003 12:29:27 -0700
From: Carolyn Beitzel
Subject: Re: seating and learning names
CRW Pup wrote:
>I seat them in alpha order by first name.
And here is a twist - have the kids determine the lineup and that way you
can also get one of those icebreakers out of the way.
I am definitely using this. I too have such a hard time with names. It took
me almost two months before I could figure everyone out. Very embarrassing.
Carolyn Beitzel
------------------------------
Date: Wed, 30 Jul 2003 15:58:02 -0400
From: Rick Wormeli
Subject: Re: Classroom Rules
Melba -- 'Very provocative and accurate.' Thanks for saying this. Sometimes
we find the ways we treat students unacceptable for interaction with
colleagues, yet we do it anyway. Most of our interactions are basic
courtesy among humans, not something one does with adults and not with
children. Thank you for reminding us of that very bottom line -- our
relations with one another, no matter the age or experience. -- Rick
Wormeli
------------------------------
Date: Wed, 30 Jul 2003 13:38:30 -0700
From: Joanne
Subject: Re: chapter 4--seating and desks
> We use PowerGrade and it generates seating charts complete with pictures.
> Pretty cool actually - I know some of the other electronic grade book
do
> this also -
Complete with pics?? GREAT..... where do the pics come from and how do the
pics get into the PowerGrade?
I have a digital camera now and plan on taking pics the first day of class,
printing them up, then pasting them onto a master list with names.... BUT,
if I could attach them to my electronic grade book..... whooooohoooooooooo.
Joanne
------------------------------
Date: Wed, 30 Jul 2003 15:58:05 -0400
From: Rick Wormeli
Subject: Re: seating and learning names
Hi Carolyn -- Could I put in a plug for anti-alphabetical order? :-) As
someone with "W" as the starting letter of his last name, I can
attest to
how old it gets (really fast) to always be seated towards the end and in
a
far away seat, to get supplies last, etc. You can also still see things
alphabetically if students are seated anti-alphabetically. 'Just a thought
for me and particularly for anyone with the last name, "Zyrckle."
:-) --
Rick Wormeli
------------------------------
Date: Wed, 30 Jul 2003 16:48:49 -0400
From: Mendy Gannon
Subject: Homework -- how much should it count?
Just a quick poll -- I just finished rereading Chapter 8 - dealing with
homework and I'd like to know how much you guys count homework in your
overall grade.
Thanks for sharing. :)
Mendy Gannon
------------------------------
Date: Wed, 30 Jul 2003 17:17:53 -0400
From: CRW Pup
Subject: Re: seating and learning names
At 15:58 30/07/2003 -0400, you wrote:
>Hi Carolyn -- Could I put in a plug for anti-alphabetical order? :-)
As
>someone with "W" as the starting letter of his last name,
I can attest to
>how old it gets (really fast) to always be seated towards the end and
in a
>far away seat, to get supplies last, etc. You can also still see things
>alphabetically if students are seated anti-alphabetically. 'Just a thought
>for me and particularly for anyone with the last name, "Zyrckle."
:-) --
>Rick Wormeli
Rick - that's the beauty of the alpha-by-first-name system - unless a kid
is named Zach Zygote, or Alan Aardvark, etc. etc., they're probably going
to get seated differently from the way they're accustomed to under
alpha-by-last-name rules. I find it more useful than using last names
because I'm not calling them by their last names. I can learn those after
a week or two or three. I think Carolyn was talking about using the
first-name method instead of the last-name method.
Liz
------------------------------
Date: Wed, 30 Jul 2003 17:46:49 -0400
From: Cossondra George
Subject: electronic grade programs & pictures
RE: pictures in electronic grade programs
They are put in the systme by some higher power - I think.... not sure,
but
with our shool pictures, comes the downloadable picture disk that is then
easily out into the program. Actually I never gave much thought to how the
pics got there, I just know they are there - oh the things we take for
granted, eh??
But it is cool - nice to print for subs.
Cossondra George
------------------------------
Date: Wed, 30 Jul 2003 18:12:20 -0400
From: Rick Wormeli
Subject: Re: seating and learning names
Hi Liz -- You're right, she was talking about the first name method, not
the
last name. I missed that in the original post. I'm reading through too many
at a time, I guess. :-) The first name method is a wonderful approach and
it should take care of the end-of-the-alphabet-woes I mentioned in my
e-mail. Thanks! - Rick Wormeli
-----Original Message-----
Rick - that's the beauty of the alpha-by-first-name system - unless a kid
is named Zach Zygote, or Alan Aardvark, etc. etc., they're probably going
to get seated differently from the way they're accustomed to under
alpha-by-last-name rules. I find it more useful than using last names
because I'm not calling them by their last names. I can learn those after
a week or two or three. I think Carolyn was talking about using the
first-name method instead of the last-name method.
Liz
------------------------------
Date: Wed, 30 Jul 2003 19:34:19 -0400
From: Eileen Bendixsen
Subject: Re: Homework -- how much should it count?
At 04:48 PM 07/30/2003 -0400, you wrote:
>Just a quick poll -- I just finished rereading Chapter 8 - dealing with
>homework and I'd like to know how much you guys count homework in your
>overall grade.
In science it is 10%. In math 20%. This is decided by the person writing
the curriculum, but we had quite a bit of talk about lowering the math to
10% this year. It is inflating grades of some students.
Eileen
------------------------------
Date: Wed, 30 Jul 2003 19:10:20 -0400
From: Isabel Wiggins
Subject: Re-taking tests and grading issues
My question for all of you is how to afford a "second chance"
to those
who score poorly on tests.
I teach 7th grade math to heterogeneous groups of students--yes, I'm
striving to differentiate. There are a significant number of students
who function reasonably well with day to day classwork, homework,
quizzes, investigations, etc., but don't score well on a chapter test.
In the beginning of this past year my policy was no retakes. Then I was
persuaded by a class discussion (and my own doubts about my policy) to
permit students to retake tests. After all, learning is continuous.
Who's to say that they can all learn the material by an arbitrary test
day. Teachers in earlier grades had the policy of "correct your
mistakes and earn half credit". I thought this was too easy, so I added
another step. In order to earn half credit for an item missed on the
test, the student had to: 1) write the correct answer tothe original
problem, and 2) answer a similar question correctly. I thought the
second step would "prove" that the student now understood whatever
it
was that caused them to get the item wrong on the test. In that sense,
it worked well. However it created lots of extra paperwork from
me--creating alternate test questions, keeping track of whether the
student made the correction AND answered the alternate problem correctly.
I tried to use the policy only for students who scored below 80% on the
chapter test, but many students who scored well (ex: 97%) demanded the
opportunity to get the 98.5%. I felt like I had opened Pandora's Box.
So...my question to the group is how do you handle students who want to
retake a test?
I read in Rick's book about some marking periods when he had as few as 3
grades to average. I've been trying to collect more and more grades
thinking that the final average is more stable. I'm also in a quandry
about grading with differentiated assignments--one student pointed out
that if she had done "that other assignment" instead of the one
she was
assigned (an enriched version) she would have had an A+, so she she was
being punished for being smart. ????
Looking forward to hearing the wisdom of the group...
Isabella Wiggins
------------------------------
Date: Wed, 30 Jul 2003 16:44:05 -0700
From: Melba Smithwick
Subject: Re: Re-taking tests and grading issues
Isabella, I did pretty much what you've described. I allowed my students
to retake exams even those who scored in the 90s. However, I added an extra
step. At the bottom of their page, I required for them to explain to me
the types of errors they made and how they were able to correct them. What
did you do wrong to get this grade? How did you correct the problem? Many
times they just make calculation errors. I truely believe that students
do learn at difference rates and who's to say that they are all ready to
test at the same time. For that reason, I let them retake tests anytime
they requested it. Yes, I had a lot of paperwork, but after awhile, it actually
decreased. Students began analyzing their mistakes before turning in their
tests. We also practiced analyzing their errors during homework/classwork
checks.
------------------------------
Date: Wed, 30 Jul 2003 16:48:40 -0700
From: Melba Smithwick
Subject: Re: seating and learning names
I once had a teacher who sat us according to academic averages. The higher
the average the further back you sat. My average was between a 98-100 in
eighth grade science. Roger Hammonds and I battled for 1st or should I say
last chair every week. I never got grades like that in any other science
classes after that year. Not a good idea for the kids in the front, though.
I would not recommend it, but I thought it would y'all another perspective.
------------------------------
Date: Wed, 30 Jul 2003 19:54:14 -0400
From: Heather Migdon
Subject: Re: Re-taking tests and grading issues
Rick (and others),
I often hear that teachers should work on procedures and classroom community
for the first six weeks of school before introducing new material. While
I agree with the sentiment, I have yet to see it in practice. What does
six weeks of teaching without academic instruction look like? I've seen
long lists of recommended first day of school activity and ice-breakers,
but I'm looking for something more cohesive. Anyone have a start of year
unit (or something similar) that could be adapted for kids as young as 4th
grade? (Keep in mind, many of the kids will not be reading that well)
Thanks!!!
Heather
------------------------------
Date: Wed, 30 Jul 2003 16:54:42 -0700
From: Joanne
Subject: Re: Re-taking tests and grading issues
Since mastery of a concept is what our goal is, it makes sense to me to
allow retakes on exams. I would do as Melba said....... rather than giving
the student another, similar problem, I believe I'd rather see the student
analyze the error in the math problem and provide the correct answer. In
language arts, perhaps the student could quote the comma rule or tackle
an
essay question again. I'd have to think about that one. However, if mastery
is our goal, then I believe we need to do all we can to help our students
achieve that.
Joanne
------------------------------
Date: Wed, 30 Jul 2003 17:06:48 -0700
From: Melba Smithwick
Subject: Re: Re-taking tests and grading issues
Heather, Founta and Pinnell _Guiding Readers and Writers_ has the first
20 days of school already planned for reading teachers. They also explain
each day. Our LA teachers use this. It will work perfectly with your 4th
graders, even the struggling readers. The book is full of wonderful ideas,
lessons, activities and provides step by step instructions on the reader
and writers workshop. Worth looking at.
Heather Migdon wrote:Rick (and others),
I often hear that teachers should work on procedures and classroom community
for the first six weeks of school before introducing new material. While
I agree with the sentiment, I have yet to see it in practice. What does
six weeks of teaching without academic instruction look like? I've seen
long lists of recommended first day of school activity and ice-breakers,
but I'm looking for something more cohesive. Anyone have a start of year
unit (or something similar) that could be adapted for kids as young as 4th
grade? (Keep in mind, many of the kids will not be reading that well)
Thanks!!!
Heather
------------------------------
Date: Wed, 30 Jul 2003 20:27:33 -0400
From: Heather Migdon
Subject: Re: First days of school
I love Fountas and Pinnell, but I would not start their 20 day plan the
first week of school. Do the teachers literally start using it day one?
Heather
------------------------------
Date: Wed, 30 Jul 2003 20:31:36 -0400
From: Heather Migdon
Subject: Beginning of year Assessment
One of my principals let me know that this year, she will want a class roster
with their "grade levels" in reading and math. Her example was
like "Suzie is at a 3.4 grade level in reading and a 4.2 grade level
in math." I have ideas about how to get specific reading grade levels,
but math? I'm clueless. Does anyone know an assessment tool that gives specific
grade levels in math?
Heather
------------------------------
Date: Wed, 30 Jul 2003 20:50:18 -0400
From: Cossondra George
Subject: Re: Re-taking tests and grading issues
For my 7th graders math tests, I do allow retakes but in order to retake
the
test, you must attend a review session (I try to schedule one during student
lunch and another after school) That way I know the students are prepared,
or have at least had the opportunity to have their questions clarified.
I
then give the new test either at lunch or after school for full credit.
Cossondra
------------------------------
Date: Wed, 30 Jul 2003 17:53:35 -0700
From: Melba Smithwick
Subject: Re: First days of school
Sure do. We had 90 minute classes. This year we are back to 55 minutes,
but will continue with reader/writers workshop.
Heather Migdon wrote:I love Fountas and Pinnell, but I would not start their
20 day plan the first week of school. Do the teachers literally start using
it day one?
Heather
------------------------------
Date: Wed, 30 Jul 2003 22:38:04 -0400
From: azteacherldy
Subject: Re: Re-taking tests and grading issues
In my reading classes I give Vocabulary Tests every other week. I do allow
students to re-take them (however it's not exactly the same test). It always
amazes me of the many students who score low on the first test, don't take
the time to study the material and then re-take the test. Especially when
I tell them that I'll take the better of the two scores.
------------------------------
Date: Wed, 30 Jul 2003 23:01:35 -0400
From: Rick Wormeli
Subject: Re: Re-taking tests and grading issues
This is a terrific idea, Melba! I'm going to have my students do this at
the bottom of their papers as well. Reflective analysis of one's own
work -- what a helpful tool to them as students. You're right, too: The
paperwork does lessen quite a bit with redo's. -- Rick Wormeli
-----Original Message-----
From: Melba Smithwick
Sent: Wednesday, July 30, 2003 7:44 PM
Subject: Re: [MWBOOKS] Re-taking tests and grading issues
I did pretty much what you've described. I allowed my students to retake
exams even those who scored in the 90s. However, I added an extra step.
At
the bottom of their page, I required for them to explain to me the types
of
errors they made and how they were able to correct them. What did you do
wrong to get this grade? How did you correct the problem? Many times they
just make calculation errors. I truely believe that students do learn at
difference rates and who's to say that they are all ready to test at the
same time. For that reason, I let them retake tests anytime they requested
it. Yes, I had a lot of paperwork, but after awhile, it actually decreased.
Students began analyzing their mistakes before turning in their tests. We
also practiced analyzing their errors during homework/classwork checks.
------------------------------
Date: Wed, 30 Jul 2003 23:22:06 EDT
From: PStef
Subject: Math Assessment
This is my first email. I just signed up. I was going to answer a question
posted by Jennifer about a math assessment to find out where the kids are.
Star Reading and Star Math will give a level. We use this at the beginning
of
the year and also at the end of the year if we are having difficulty making
the
decision to retain a student that is border line pass/fail. I will have
to
get the name of the company. It escapes me right now. I'll check at school
tomorrow.
Marilyn Stefani
Surfside Middle School
Panama City Beach, FL
------------------------------
Date: Wed, 30 Jul 2003 22:58:57 -0400
From: Rick Wormeli
Subject: Re: Re-taking tests and grading issues
Hi Isabel -- These are terrific questions, ones that many of us revisit
every year. Your rationale for allowing students to redo tests, projects,
and other assignments is sound. I agree, though, if we start putting in
too
many steps for redo's, it gets to be a lot of paperwork. My students can
do
redo things only with a parent signature requesting the redo.
Why do some teachers only allow students who scored average and poorly to
redo tasks for a higher grade? Is it in deference to those who scored well
the first time around? If that's the case, then we're using grades for
something other than their intended purpose. Why do we give grades -- to
reward? to bribe? to create worry/fear? to document deficiencies? to
indicate where a child is in relation to standards set for the assignment
or
grading period? to make instructional decisions down the road? Grades are
often arbitrary and more subjective than we'd like to believe they are.
If the grade we give a student is supposed to be a valid indicator of what
students know and are able to do, why would we not allow them to earn the
highest possible grade? A student gets a 97% can get a 100%, if he wishes.
I don't see the down side of this. It's much easier to accept this if we
fully embrace the idea that different individuals learn at different rates
and different ways, and they demonstrate mastery in different ways as well.
If a student is sincerely trying to learn and wants to improve a fraction
or
a whole lot more, who are we to stop them? If a student is acting
immaturely and blowing off the hard work necessary for mastery, then we
refuse his request to redo the test or assignment. Everything is "at
teacher discretion," an idea I make very clear at the beginning of
every
year.
Students get this. They appreciate that we allow them to redo until they
succeed, regardless of the initial attempt's grade. Of course they have
to
maintain the current work as well as the redo work and that can be hard.
Many don't choose to redo beyond the first quarter, they just do a better
job of their first attempts. We can't differentiate and be truly for
students' success but then pull them up short by saying, "You can only
achieve to this lower level (less than an A or an averaged grade) because
we
have to honor your classmates who understood the concepts earlier than you."
If you recall in DOAB p. 76, I mentioned that I had only three grades by
the
7th week of a 9-week grading period, and I was okay with it only because
those grades were compositions of many different elements coming together
and being assessed. This isn't the norm for me, but it has happened. I add
a few a more grades by the end of the grading period, totaling about six
to
eight grades. This seems like a good minimum amount of grades needed to
draw a valid conclusion about students' achievement. There have been times
when I've had many superficial grades by that 7th week that haven't really
indicated what students know and are able to do, and I've had to change
that
before the end of the grading period.
As far as your last quandary goes, remind students that they are to mark
their progress against their own development and the standards, not others'.
Provide her many different assignments over the year in which she can choose
which assignment to do. Remind her that what is fair, is not always equal,
and your goal is fairness. When you do enriched assignments, make sure to
provide the student with ample opportunity to demonstrate mastery of the
essential and enduring knowledge and obtain the appropriate grade for just
that material, in addition to anything beyond it.
By the way, is it okay to stop at an "A" as the top grade? What
messages
does it send to allow "A+" and what message does it send to let
the highest
level of proficiency be just an "A"? It may only be in my experience,
but
I've found most students who are pushing for the A+ and who express anxiety
over not achieving it are missing the point of school, learning, and life.
An A+, if it is used, should not be about, "Well, there goes my average"
if
they don't earn it. The focus should still be: What did I learn and how
did
I make it meaningful in my life? It's so easy to catch a ride on the grade
myopia train that we forget to keep what's important in life important.
I
could be way off on this, of course. 'Anyone else have a comment on A being
the top grade or an A+ being the top grade?
Thanks again, Isabel, for these provocative and realistic questions!
-- Rick Wormeli
------------------------------
Date: Wed, 30 Jul 2003 23:48:59 -0600
From: Brenda A Dyck
Subject: Re: Re-taking tests and grading issues
I allow math retakes on unit finals. In fact I strongly suggest students
to do a rewrite on any test score less than 70%. When I taught S.S I did
the same. It's in keeping with my teaching philosophy: "Teaching Until
They Get It". I believe that sometimes we stop teaching too soon, that
some students need more exposure to certain concepts. If they have this
opportunity, many kids who fail will succeed.
Like Cossondra I require the students to go through a rework process
(come in for one lunch hour tutorial and do a homework assignment
designed to help you practice the skills). As I tell the kids, "If
you
keep doing what you been doing, you'll keep getting what you got" unless
you come for extra help and then practice that "new found
understanding". Rewrites are a natural part of my classroom culture,
they are not dreaded and the students don't feel embarrassed when they
need to do one. Oh...and I don't average the original test mark and the
rewrite mark.
- Brenda
------------------------------
End of MWBOOKS Digest - 29 Jul 2003 to 30 Jul 2003 (#2003-4)
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Read 4th Day Messages - July 31