topham's attic: monday, monday

Monday, September 13, 2010

monday, monday

We've got to stop meeting like this.

:-)

E3H: First period, I forgot to collect your HW; please email it. Tonight: read the poem "Ars Poetica" carefully for discussion tomorrow. Pay attention to what MacLeish is saying in each of his three major stanzas and be ready for contributions in group discussions. RW books tomorrow if you've got 'em: RW on FRIDAY!

E2CP: Tonight: Print out the Thoreau and Emerson quotes and start the process of labeling where they fit on the spectrum of Transcendentalist Principles as outlined below. Note that a single quotation might fit into more than one category. You may copy this list and simply use the numbers to label. (Note that this list differs from the one I wrote in class.) You do not need to complete this tonight. RW books tomorrow if you've got 'em: RW on FRIDAY!

How does man fit into Nature?
What is the relationship between man and Society?
What is the relationship between man and Self-Confidence or Self-Reliance?
What is the relationship between man and the Spiritual or the Oversoul?
What is man's responsibility as an Individual?
What is man's responsibility as an educated person or Thinker?
Why is it necessary for man to be a Non-Conformist?
Why is Simplicity so important in life?
What is the Importance of Dreaming Big?
Why must we strive to Get the Most Out of Life?

CW: Don't forget that there was a letter on Friday!!! Also: revise one of last night's poems and create a beautiful, colorful, illustrated version of it for classroom decoration for tomorrow night. :-) (Don't worry: I'll tell the rents that it's only a draft.)

No one can say they never warned you:

Notes to Parents

8/24/14

Hi, everyone, and welcome back to another (or your first) year at LFHS.

What you have heard is true. The English teacher has lost her ever-loving mind and is not going to be giving any grades at all in her classes this year. Not. One.

There will be no percentages, no numbers, no scores, no letters, no anything that will count toward anything that will end up being averaged for a final grade. But before you call in the men with the white coats, let me explain:

As I hope you have read in the doc your son or daughter (I have always hated the phrase "your student" when addressed to a parent) should have showed you, there is a wealth of research that indicates that grades--or the need to achieve them--are the single greatest thing that stand in the way of a great education. Studies show that the most influential thing a teacher can do to help a student grow academically is to allow him or her to self-grade. Most teachers would rather climb Mt. Everest dressed only in a swimsuit.

But the thing is: our academic system is severely broken. We say that our goal is to get our students to master Common Core Standards, and that is all well and good. But if that is truly the goal, then why do we care how long it takes them to master them? I'm serious. Think about it this way:

Try to remember back to when you were learning how to ride a bike. Oh, it was scary. You needed all kinds of support at first, lots of help from Daddy or Mommy. Then they let go and you were very, very wobbly. Probably you fell off, maybe several times. It took quite a while before you completely mastered the skill. But when you had...you had it down perfectly for the rest of your life.

Now imagine if you were being graded on that learning experience the way schools grade you. We would not score those first scaffolding attempts with Mommy and Daddy, but then...oh, you failed those quizzes when you fell off. And those wobbly rides? C's at best. Then a bunch of B's probably before you finally settled into 100% forever. But if we graded you right at that point, you'd probably average, oh, 83% or so. Why? You've mastered the skill perfectly. So why do you not get 100% if that is what we say we care about? Why on earth do we care about all those earlier times when you didn't have it down yet?

That will be what we go for here. Students will know what the goals are. They will understand what an "A" student looks like. And they will know when they have mastered an objective. Those who do so earlier than others will become tutors to those who have not yet done it: everyone gains from this and the newly learned skills, instead of being quickly forgotten as things studied for a test usually are, will continue being applied as masters tutor their classmates.

That is an awful lot to imagine will happen because I don't give grades this year, but what the heck: if you don't dream big, you never win big, right? The research is behind this, as is the school administration. I'm happy--well, actually I am excited--to pilot this concept at LFHS. As always, I'm glad to discuss this or anything else with you.

Karen

Feel free to email me any time at ktopham@lfschools.net.

topham's attic

Monday, September 13, 2010

monday, monday

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