“It hurts students to accept sloppy or incomplete work, so give it back and release yourself from the pressure of deadlines.” Power of ICU – Dr. Jayson Nave and Danny Hill
On the first day of school last year I had a quiet, shy girl approach me. Guadalupe (her chosen Spanish name) was in one of my sections of Spanish 2 and she asked if we could talk. She let me know that she didn’t feel she could ‘hack it’ at level 2 and wanted to move down. This is a frequent occurrence during the first week of school as I have high school freshmen and many get overwhelmed rapidly. As I normally do, I asked her to stay for two weeks, let me really see where her readiness level was, and to relax! Beginning high school is a daunting task, and many times after a few weeks things calm down.
Over the next two weeks, I informally assessed her level of proficiency with the activities we did in class. She was appropriately placed, but definitely lacked confidence. I spoke with her and let her know I felt she could do the work and that she should stay. By that time, Guadalupe had made a few friends in the class and reluctantly agreed.
Things got better for Guadalupe, she was practicing her skills in Spanish and found that her readiness was very similar to other students in the class. She was growing, improving, and gaining confidence.
We had an assessment to complete – students had to record themselves speaking in Spanish, an assignment that generally evokes fear in the language classroom. She had practiced in class, so I gave her the iPod to record herself and off she went. I was roaming the classroom while she recorded, helping other students and giving feedback…when I saw it. Guadalupe was staring down at her palm where obviously she had written what she wanted to say.
I had a decision to make – do I react to this, get upset with her, and dole out some harsh consequence, or do I take a deep breath, walk over there, and talk with her about it. It may sound like an easy decision, but if you teach you know how hard it is not to be upset when you see a student cheating. You are disappointed, angry, and hurt. You feel like the trust between you and that student is broken. I had to decide who was going to be in the pressure cooker, me or her. Was it I or she who needed to learn from this? Turns out it was both.
I took a deep breath and walked over to her. I got down on her level and spoke quietly. I asked her what she had done to practice and why she didn’t come talk with me about feeling unprepared. I reminded her that learning was more important than a due date. She was embarrassed, sad, and expecting punishment. I am sure by her reaction to me that behavior similar to this was punished with zeroes in the past. I told her to go home, practice, and let me know when she was ready to reassess. I explained I didn’t have any evidence of learning until she did this. She was shocked, thanked me, and left for the day. I exhaled.
The next week, Guadalupe came in and recorded her speaking. I eagerly listened to it and discovered she had really worked hard to improve and feel ready. We had done it! We had taken a bad situation and turned it into a learning experience. This was pivotal for me as a teacher and for her as a student. Over the rest of the year she worked very diligently in my classroom in part because of the relationship we had built.
I learned so much from this experience… I will never put myself in the pressure cooker again about accepting inadequate or incomplete student work. It is their responsibility to show me proficiency, and mine to seek the evidence.