Grades...What do they mean in my classroom?

As I type this I want you to know these thoughts have been swarming around my brain for the past few weeks. Inspiring to take a new and hard look at my current grading practices. After reading many different pieces of information I've come to the startling conclusion, they don't mean much. Reflecting upon my gradebook creation some five odd years ago, participation rang true as the cornerstone. Though I still believe it is vital to participate for one to reach results, does that participation equal mastery of skills/content/standards?

A recent article from the magazine Educational Leadership entitled "Grading What Matters" written by Tony Winger really opened my eyes. I have been including things, that would fall under a heading of Personal Responsibility (behavior, effort, attentiveness in class, punctuality), impact my student's academic grade.

Here is a common example from Physical Education class, should those that forgot to bring clothes to change into be allowed to participate? My snap reaction is "No!" they weren't responsible enough to remember to bring them and they are essential to one's participation. Comparison to a regular education classroom- when a student forgets to bring their book, pen/pencil or other required materials does the teacher bar them from participating in class? If so does the teacher hold this forgetfulness against them in the gradebook? I don't think so, so why as a professional do I not allow my students to participate when they forget their clothes?

This among many other topics have swam around my brain as I pick apart and reassemble the pieces moving forward.

I just finished reading Rick Wormeli's book "Fair Isn't Equal, A Guide to Differientiated Instruction." Fo those that haven't read it or seen him speak, grab a copy and sign up for the seminar. I had the pleasure, as well as my colleges at Van Meter, to attend a professional development day where he was the keynote speaker. His book brings up many great points especially standards based grading. Aren't we all supposed to teach to our own subject's standards and benchmarks?

For those who are reading this and hoping I'm going to radically overhaul my current grading practicies, not this year. But wait, what I'm starting to put together will not only empower my students, but create a grading system that not only meets district standards/benchmarks but allows for more accurate feedback to not only parents but students regarding mastery. Now that was a run on sentence! Not an english major! Come back often to see what other new information I am adding to my future grading practices.

Who have I impacted lately? Right now I feel like myself. It is hard at times to critically analyze one's current practicies and try to peice together the good and discard the bad. Moving forward, looking to lay the foudation soon.

Mac Training and Postural Reminder

As I am sitting in my second Mac training session (great presenters Rae and Lainie leading) I notice my posture and that of others who are working on their computers. As this technology grows, the level of sedentary involvement also increases. Though different sources debate the impact of posture on one's overall health, I believe that improper posture does negatively impact the body in as little as 10 minutes and can last as long as 60 minutes. In the future I believe tables/chairs/desks must be individually fit to the person utilizing it to increase one's posture and decrease the prevalence of carpal tunnel and other repetitive disorders. Look for future posts discussing posture and ergonomic designs of work stations / desks. Also to decrease the prevalence of improper posture is to systematically get up and add movement into your daily routine (every 10 min. or so). JAM (Just Add Movement) is a place for educators to infuse just one min. of exercise into the lives of their students. Though many might find it time consuming the benefits will last longer than a traditional class period. A typical class period (45 min.) would include four one-min. JAM sessions but I believe the students would be more focused during instruction time.

Who have I impacted today? Those who learn just one thing I teach them from my training session today.

Choices in Physical Education

Though this seems to be a problem in smaller schools (choices for PE), I believe it would greatly increase the desire of the students to participate in something they value. I know, facilities, equipment, supervision, etc. are all aspects that would need to be addressed. As an earlier post I indicated the desire for physical education options outside the traditional classroom. The student could use the traditional time to access information, from the teacher, other students, internet, etc. to better plan their individual workouts or choices. They then could choose to perform the workout at school during class time or during another time convenient to them. Different research studies have validated the desire for choices in as young as 8th grade. Currently in my high school classes I allow my students to walk (while wearing a pedometer) instead of participating in the class I had planned. Many take the opportunity but know that they have a target number of steps they must reach to earn their full daily pts.

Larger schools have more than one teacher for the department and can offer different choices to their students. I believe today's technology can allow different choices to be available, the teacher just needs to think outside the box and become a facilitator and not so much a leader.

Who have I impacted today? Those who were able to walk instead of playing speedball in my high school physical education class this morning.