Grading Practices - the debate continues!

Hello Everyone!

I heard that a number of VTs are going to be discussing grading next Wednesday. I would like to use this post as a place to reflect on as well as keep other people informed of their discussions within their VTs. I think it would be great to hear what all of you are discussing!

I know that's our big focus for VT Social Studies this year.

What did your VT discuss?
How did you approach changing practices?
What are the main reservations of teachers in your VT?
General reflection is good, too!

How do you "do" groups?

As we develop our collaborative practice through PLC's, there is strong focus on being an effective group; we need to make more collective decisions and inquiry as we move towards this way of "doing." :).   So, now I am reflecting on the question: how do you develop the skills to be an effective group member?

While sitting in certain teacher groups, I have felt some stress as the discussion (which can be quite lively) continues on for our scheduled 30min. (for example) without a single decision being made.

I think there are key skills that need to be fostered as we move towards this model of interdependency in our instruction; skills like effective paraprasing, pausing, avoiding vague terms, or being able to switch between dialogue and discussion (there is a difference!) :), for example.

As we focus our discussion on data, student interventions, and formative assessments; do we also need to focus on our way of "doing" groups and being a part of a group?

A new way of looking at the function of behaviors

What does the "F" stand for in "FBA."  I was recently posed this question by Ross Greene at the Social Thinking conference last week. For those of you who are in the world of special education know that an FBA is a Functional Behavior Assessment. An assessment when we are seeing a reoccurring behavior in a student. It is our job to sort out what is the function of this unexpected behavior.

Ross made a point that resonated with me, "Kids do well if they can."

All of our "trouble" kids with these problematic behaviors WANT to do well. They are lacking the skills to do well. Using the example of a student with a reading challenge; when does that child struggle? When you require them to read. This is the same concept for our students with challenging behaviors. These students aren't always challenging. They are only challenging when “The demands being placed upon a person exceed the person’s capacity to respond adaptively.”

Reinforcement systems can be motivating, and for those kids who don't have behavior challenges come easy for them. We need to adjust in teaching the students skills over creating motivation. The motivation is already there, “kids do well if they can.” The student would much rather be doing well in class, but is lacking the necessary skills in order to do so, therefore, Student has found a maladaptive behavior in order to cope with his lack of skills.

If you are interested in more topics by Ross Greene here is a link to his website;

http://www.livesinthebalance.org/

Reflecting on Reflection

As teachers, we are constantly reflecting whether we realize it or not. After a lesson, we consider what went well and what didn't, for example. The challenge--for me at least--is to take that even further. I need to make sure that I engage in "deliberate thinking" and figure out WHY something didn't work and how I can adjust it. In doing so, I would be able to tweak and build on my lessons rather than starting all over. Reflection is also important with student behavior. As a 7th grade teacher, I am lucky enough that I teach in a "house." At our team meetings, I can reflect with others to help with student concerns. If something is working for another teacher to help students be successful, I can try it as well. I need to remember that reflection isn't an isolated practice.

PLCs...

As we start an exciting new school year and settle into our new routines, we have some common practices that we can reflect upon. Here's a 'starter question' to help you build blogging into your weekly habits. :) Responses to these prompts are optional, as always! This is just one way to get your feet wet... 

My October reflection-of-the-month is: What is one way that active participation in a PLC is impacting your professional practice?

Think about: How is your PLC...

... enhancing your reflective practice?

... improving your instructional practice?

... challenging your philosophical beliefs?

     

Great Discussions!

Let's keep the suggestions rolling... I love learning from your experiences and suggestions. Also, no need to worry too much or apologize for being 'late' in posting to our blog. Give your best shot to be present each week and share your own ideas. You can start a new post if you choose, but since our primary goal is to engage in meaningful professional conversations, responding to others is a valuable way to contribute! Keep it up. :)

Talented kid with an attitude

I have a student who is quite musically talented. She learns music very quickly, and she was also selected for my audition 6th grade choir. My problem is she has quite the attitude. Her work ethic is not great. Within the academic school choir setting, her attitude and lack of effort are shown in her rehearsal technique and citizenship grades. My bigger worry is the way she talks to other kids. To me, it has a feel of bullying. Every comment she makes to another student has that sassy attitude tone and she often puts kids down when making statements to each other. I think she does this because she is a 6th grade girl who doesn't know herself all that well, but it drives me NUTS! She isn't meaning for it to be "so mean," as she has stated to me, but it really bothers me. Any ideas? I want to channel her talent positively.