Archive for June, 2009

Talk To Your Students, Not At Them

Monday, June 15th, 2009

One of the best tips I received early on in my teaching career was to talk to my students as if they were adults, not at them as if they belonged to a different human sub-species. Here are some reasons why you should consider talking to your students instead of at them as well:

1. The most obvious reason: You talk to your friends, colleagues, and adult strangers. You don’t talk at them. Why would it be any different with your students? Are they members of a different human sub-species?

2. You reduce the chance of being viewed as a hypocrite. If how you talk to people depends on their station in life relative to your own (i.e. inferior, equal, superior), how can you ever hope to become an “integrated” person?  On the other hand, if you talk to everyone the same – whether they are friends, students, and/or colleagues – you increase your integrity (from “integrated”) and reduce the risk of being perceived as a hypocrite (from Greek hypokritēs which means actor).

3. When you talk to someone you’re indicating respect. When you talk at someone you’re broadcasting your own arrogance. Respectful people are liked. Arrogant people are not. In fact, I’m willing to bet most of those teachers who say, “My students just don’t respect me,” talk at their students.

4. You reduce the occupational hazards that come with teaching (e.g. bossyness, complusive social planning & ogranizing in social situations, not admitting to not knowing something, etc.). Put another way, when you talk to your friends, you don’t boss them around, you admit you don’t know things, and you don’t organize their lives for them. But when you talk at someone (even your friends), it’s easier to do all these things.

5. You’ll develop confidence as a leader amongst your friends and peers. When you talk at someone you view them as inferior, but when you talk to someone you view them as an equal. Teaching requires one to give orders, determine worth, enforce consequences, and manage people. Most people in life do not have to do such things. These are leadership tasks.  Teachers who view their students as equals learn how to do all these things in a fair, respectable, and positive way. Teachers who view their students as inferiors don’t. Teachers who talk to their students learn how to become positive and well-liked leaders.  Teachers who talk at their students don’t. It all starts with how you talk.

Conclusion ~ When you talk to your students, they’ll know that they’re working with “the real you.” As a result, they’ll respect you more, they’ll listen more when you do have to talk to them seriously, you will develop enviable leadership skills, and life will become easier because you’ll be able to be the real you.

TIP: Ask yourself on a regular basis, “Would I say it this way to a friend, to a colleague, or I’m standingbeside in a movie theater line-up?”  You’ll be amazed at the results … both in the classroom and in your personal life.

A Fair Way to Mark Group Work

Wednesday, June 10th, 2009

After reading this article that claims students say, “No more group assignments—at least not until you figure out how to fairly grade each student’s individual contributions,” I thought I would share my process for grading group work. It’s fair, it’s been hugely successful, and it’s the most accurate way I’ve been able to determine who did what work on a group project. Most students love it, only a few have disliked it (usually the social loafers), and – in my opinion – it’s an important skill-building exercise. Here it is, for what it’s worth …

1. Group Mark: This is the usual group mark; the mark earned on a project, paper, presentation, etc.   For example, let’s say a group of 4 members earned 16/20 on their presentation project. Their group mark is 16. Most often educators stop here, but I don’t think it tells enough of the story. So …

2. Total Group Points: Then they determined this by multiplying the group mark by the number of members in the group. Continuing with the example, the group mark of 16 is multiplied by the 4 group members giving us 64 Total Group Pts (4 x 16 = 64).

3. Prepare Fractions: Then on a piece of paper, I have the students write a fraction beside every group member’s name, leaving the numerator blank and using the same denominator as the group mark. For example:

  • Stan =    /20
  • Susan =   /20
  • Joe =     /20
  • Tanya =    /20
  • Total Group Pts = 80

4. Group Negotiates Individual Marks: Then the group works out – on their own – who should get how many of the total group points. I ask them to review what went well and what didn’t, and have them use that information – on their own – to decide how to allocate their total group points. They cannot use more or less than the total number of group points they earned, some members may earn up to 105%, and it’s up to them to present their cases to their group mates as to why each member should get what they should get.

For example, lets say Stan was ‘the man’ and the group agrees their decent mark of 16/20 was largely due to him doing a great job on the most difficult tasks. They agree he should receive 105%, which would look like this:

  • Stan = 21/20
  • Susan =    /20
  • Joe =    /20
  • Tanya =     /20
  • Total Group Pts Left = 43 (64 – 21 = 43)

Then they move on to Joe, who – the groups agrees – did absolutely nothing in preparing for the presentation (Stan did Joe’s work), but a good job in the actual presentation.  The group decides to give Joe 8/20, and we’re left with this:

  • Stan = 21/20
  • Susan =   /20
  • Joe =  8/20
  • Tanya =    /20
  • Total Group Pts Left = 35 (43 – 8 = 35)

Finally, Susan says that she and Tanya contributed equally (which is mostly true), but Tanya adds that she was the one who spent a good 30 minutes proofreading everyone’s final work and fixing mistakes. With this, the group decides on the following marks and submits them to their instructor who records them as the individual grades for the group assignment:

  • Stan =  21/20
  • Susan = 16.5/20
  • Joe =  8/20
  • Tanya = 18.5/20
  • Totals = 64/80

5. Teacher Records the Marks: The teacher, then, does the following things before recording the marks:

  • Verifies the numbers add up, ensuring students aren’t trying to add a couple marks here and there (it happens more often than you think, and it always results in group members blaming bad math skills .. he he),
  • Ensures that the group generally agrees with the collective decision/allotment, making sure no one was bullied, intimidated or guilted into taking a lower grade than they felt they rightfully deserved.
  • Fields questions and assists with any negotiations that become heated, sometimes teaching (or coaching) a group how deliberate on the issue and how to present and listen to points-made calmly and rationally.

First-Ever Civic Mirror Summer Institute in Edmonds, WA

Saturday, June 6th, 2009

Edmonds School District

Regan Ross and The Edmonds School District are proud to host the first-ever Civic Mirror Summer Institute. This two-day event will offer Washington state educators 12 ESD clock hours to

  1. Learn how to use The Civic Mirror by playing it with other teachers , and
  2. How to prepare exciting unit and course plans that utilize the program and prepare students for the Classroom Based Assessments (CBAs)!

<< CLICK TO DOWNLOAD PRINTABLE VERSION >>

RESERVE YOUR SEAT by contacting Sarah Schumacher (S.S. coordinator for the Edmonds School District) at (425) 431-7341 or schumachers@edmonds.wednet.edu.

Dates: Tuesday, August 25 and Wednesday, August 26 (9:00AM – 3:30PM, both days).

Location: Edmonds-Woodway High School, 7600 212th Street SW, Edmonds, WA 98026

Cost: TBA (likely $100 or less)

ITINERARY

Day 1: Learn how The Civic Mirror works by playing it with other teachers. You will become a citizen, a politician, business-owner and more by living in a simulated country with other teachers.

Day 2: A blend of game-play and break-out sessions where teacher-groups will co-develop unit & course plans that utilize The Civic Mirror’s offerings to prepare students for thesocial studies CBAs.

Afterward: Leave with a new and exciting unit and/or course plan plus the ability to use The Civic Mirror in your own classroom to ignite student interest and prepare them for the CBAs in a fun way.