topham's attic: 1/27 turnabout is fair play

Friday, January 27, 2012

1/27 turnabout is fair play

Dear Mr. X,

Would you be so kind as to do me the honor of accompanying me to the Turnabout Dance? --Miss Y

Dear Miss Y,

I will be happy to do so as long as you don't wear that yellow dress you wore to the church thing last Tuesday. It made you look like a five and a half foot chicken. --Mr. X

Dear Mr. X,

I will have you know that I happen to like that yellow dress. Five and a half foot chicken indeed! I cannot understand your need to tease so. And what makes you think that I would ever wear the same dress to two dances in two weeks? As if! --Miss Y

Dear Miss Y,

Well that is good to know. I had visions of doing a fast dance with you and having everyone think I was dancing with an epileptic hen. --Mr. X

Dear Mr. X,

I suddenly feel that this is no ordinary teasing. --Miss Y

Dear Miss Y,

Well, to be fair, you were no ordinary chicken. --Mr. X

Dear Mr. X,

My daughter regrets to inform you that she will be unable to attend the Turnabout Dance tonight. She seems to have come down with a sudden case of ~~pneumonia~~ ~~strep throat~~ ~~projectile vomiting~~ ~~dance fever~~ a severe headache. She begs me to send her regards and wishes you a fine evening.

Miss X's mother.

The above message was brought to you by the Committee for a Healthy, Entertaining and Appropriate Turnabout (CHEAT)

Um...anyway...

Film: After discussing CK once more, the HW for the weekend is:

For Monday: write a 2-page (double-spaced, 12-pt, one-inch margins) essay exploring how "Citizen Kane" illustrates some of the photographic techniques we have seen in Chapter One.
For Tuesday: Your weekend movie review (focusing on photography this week) will be due Tuesday.

E2CP: We spent time today discussing the narrator in ""The Yellow Wallpaper."

For Monday: WW; write a 1-plus page essay discussing any two of the 4 short stories we read this week as examples of feminist literature.

E3H: We discussed Davin's story and the "tundish" incident today. Over the weekend, read through 235; annotate carefully. WW Monday.

WORD OF THE DAY*: GUILE
* Click word for information.

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

Friday, January 27, 2012

1/27 turnabout is fair play

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