Never Work Harder Chapter 5

Replies to This Discussion

Permalink Reply by Cindy Stafford on November 15, 2009 at 8:31pm

One of the key points the author discussed in this chapter was the use of formative assessments how important they are in providing immediate feedback to both teacher and students on their progress toward learning goals. I have been using more student to student interaction as informal assessment, especially during science and language arts. It is amazing what I jot down on my clipboard while wandering around during a science "exploration". Students have even stepped up their conversations when they see me approaching because they know that we will gather together later to anonamously share their comments. What a boost to their self-esteem when I read a comment and hands go up to say "I said that"! It's a quick and easy way for me to see how students are progressing. Also, I don't have to be the one giving them all the information because they are quite capable of learning together with me as a guide.
My favorite part of the chapter was the "A, B, or Not Yet" way of grading. It ties together all of her ideas of how a master teacher should hold the expectation that all students will eventually achieve mastery. I would love for the first grade report card to better reflect this idea.

Permalink Reply by Nicole Medvedik on November 17, 2009 at 7:50pm

I feel we are giving our students feeback all day long, during math, guided reading, or writer's workshop. For me, I have seen the most success during writer's workshop. When I sit down to conference with a student, I always have a goal for them to work toward for our next meeting. I also offer different suggestions on ways they can acheive that goal and apply it to thier writing. For the most part, my students take the feedback seriously and are eager to apply it to their writing. When we meet again, the students are always eager to show me what they have done.
I also agree with Cindy on the "A, B, and Not Yet" system of grading. As we have said before, students learn on a continuum and this grading system is reflective of that.

Permalink Reply by Kathleen Zinski on November 19, 2009 at 12:18pm

"Be a guide, not an evaluator," to promote learning instead of performance. Love that. We do need to help the students get better at learning, and using their failures as feedback they can use when we reassess. Since the feedback will help us differentiate our teaching, it's an ongoing process........unique for each student. After a year or two in the same grade/subject the problems would become familiar enough that we'd become adept at steering each child toward resolutions to his or her own struggles and help students take ownership of their success.
I think the formative assessing satisfies my need for subjective grading and the children would have more control by determining their goals. I especially enjoyed the example of Todd and his math methods. The students knew that others had difficulty, maybe not the same as their own, which would highlight the diversity of their peers, as well as comfort them that other kids are "not yet" there too.
Editing students writing has always been what Jackson described, for me. I wrote notes explaining their grammatical mistakes..........but geeze, they didn't even read them! I imagine the students thought that the paper had been handed in, the assignment was done, so move on. Her color-coded rubric, with one category open for a current focus correction sounds so much more concise and readable for the kids.
And didn't you just breathe a sigh of relief when she gave you, "That's a great non-example!," for students who answer incorrectly? Put it on the board and correct it. I will use that, for sure.
You know, Cris, colleague observation is a tremendous tool that we should use more. Take a professional day and spend time in other classrooms. We all have great tricks of the trade; why not share them?

Permalink Reply by Lisa Litz-Neavear on November 20, 2009 at 6:31pm

Giving useful feedback is an area where I could use some further refinement. In my early 20s, when I was doing the coursework for my counseling degree, I discovered that I was far too directive to be a truly effective counselor. As a teacher, I frequently jump in too quickly with a correct answer rather than allowing the student to figure out the answer for himself. And in writing conferences, it is all I can do to not take my pencil and cross out and re-write! The role of being the "guide on the side" (a la Cindy) rather than the "sage on the stage" is a big challenge. I agree with Cris that being observed and given feedback by trusted colleagues is a great way to improve our own teaching, and I'm lucky as a support person to have that opportunity more than others. I like the way Cris and Kristie are giving each other feedback in a structured way.

There were several aspects of this chapter that I thought were helpful. Like Kathy, I particularly liked the idea of the non-example. Students need to be able to risk giving incorrect answers without feeling like they don't know what they're doing. I also liked the idea of the re-test grade replacing the first test grade, but with the provision that the student spend more time learning the material. I also wish we were able to use the Not Yet grade with the older students. I saw a 5th grader crying today over a C on her report card. I'm sure she earned it, but I'm not sure if that will motivate her to work harder next time. She told me that she got the C for no good reason. It doesn't sound like she's ready to hear feedback right now!