“The season of failure is the best time for sowing the seeds of success.” – Paramahansa Yogananda
As spring is beginning all around me (and I am very thankful for that after a harsh winter), I notice a distinct change in myself as well as in students and colleagues. The weather changes, and moods improve. The volume level of students also increases in the hallways, but there is a renewed energy all around. I enjoy this change in season so much.
This is also a time when students can grow tired and stagnant in their learning at school. They see the prospect of a summer vacation, and time can’t seem to go by fast enough. Engagement can lull, and setbacks happen both with academics and behavior. What can we do about it? The frustration level of staff increases, and we wonder…what happened to these students? Why have things suddenly changed?
Let’s remind both ourselves and our students that failure before success is natural. By this time in the school year, students can feel that they should be past the point of failure. They have been in your classroom for months now and are used to the routine. They may grow weary with anything that is difficult or challenging. This is the moment we need to rise to the occasion. It is a tough time for all, but when we re-energize and bring it to our classrooms and schools, students are rejuvenated as well.
I love the essence of the quote above. Sowing the seeds of success after failure is a skill we want students to develop and take forward into adulthood. But this is a skill we need to help students cultivate. Let’s face it – fighting for success is hard! Giving up is much easier, and some kids are conditioned to do just that. Be candid with your students and tell them failing is not what matters. What matters is that we recover and are better for the experience. Remind students that this process happens time and time again and show them how to turn it into a positive experience. Call to their attention how messy recovery can be and assure them this is normal. Modeling how failure and recovery manifest in our own lives demonstrates that we all need resilience to move forward.
So as we move into a very welcomed spring season, keep your enthusiasm for learning and expectations for success high. The kids need it…and so do you!
This is the fourth in a series of posts devoted to sharing my experiences in a Standards Based Grading classroom. Each is focused on one ‘fix’ for broken grades From Ken O’Connor’s book A Repair Kit for Grading – 15 Fixes for Broken Grades. (O’Connor, 2011)
Fix 6: Don’t include group scores in grades; use only individual achievement evidence.
As you read this series, you may notice that we have fast forwarded from Fix 3 to Fix 6. As I provide some perspective through these posts, this is the next natural progression for me. Feel free to go back in the book to read about and reflect on fix 4 (academic dishonesty – something I have previously addressed in this post), and fix 5 (attendance).
Collaborative work is clearly important for students to experience and practice throughout their formative years. There are very few careers for adults that are completely solitary. The need to work together with others effectively is a skill to be developed and taken forward. To accomplish this, teachers must provide opportunities for kids to work as teams in a variety of situations. They must work with a variety of personalities and be given guidance on how to handle disagreement when it inevitably occurs.
But should these experiences count as a grade? No. We cannot accurately determine how much each person contributed to the process and product created by the group. Often I get the comment ‘Standards Based Grading means we can’t do group work.’ Obviously I feel this is false, it should simply not be used in an academic grade. Individual evidence from students is necessary to precisely determine proficiency levels in a meaningful way.
The other effect of grading group work is that it changes the dynamic of the team immensely. The collaborative environment is transformed into a competitive one. Some students take over the process because they don’t want anyone else playing a part in the grade that is assigned. Some hide because their proficiency levels may be lower, figuring that others will give them a better chance at a good grade. Some don’t contribute as much because they don’t have a dominate personality and are scared that their ideas will get shot down when the experience is high stakes.
In my career as a student, group work felt much like this:
(thanks to weknowmemes.com)
Personally, I was the one who did 99% of the work because if my name was going on it, I was not leaving the quality of the work to anyone else. So, how do we fix it? Remove group marks from the grading process and use them as a formative activity. Give feedback to students about their work and explain how active participation in teams will advance their individual learning journey.