Fairness is tougher if you want to try and assume the responsibility
of analyzing student’s home lives as part of your criteria judgement. I have a
reverse thinking sometimes on knowing every detail of a student’s past
performance and home life. I actually prefer to get to know students myself
rather than let something external to school define them. I like my kids to
learn to talk to me if they need extended time or come in and talk to me about retaking
a quiz. I know that is really hard for some kids and even more so if they like
they are exposing themselves to scrutiny. Still, I consider that skill of becoming
an advocate for yourself and your needs to be imperative for future career and
consumer success. I know that some
students are never going to share their needs, but I try to get as many kids as
I can to understand how to seek help. I preach “know thyself”, come see me when
you don’t get something, because I can’t always tell if you just keep nodding.
I think it is sad
that music teachers should feel guilty about noticing the success that Music
Academy kids show. I think it is silly to not have any on those family/home
projects for anyone just because two in class will not do it. It almost like we
are supposed to make our involved parents feel as guilty for putting opportunities
in front of their kids just like we have made our less involved parents feel
guilty for not doing it. It shouldn’t be about guilt. It should be about, “all
right, this is what we have to work with” and lets go on from here. To me, that
is fair – begin where you are, but begin.
The specificity chapter was the one that interested me. I
want my kids to see what is going wrong. I want to give them specific comments
or helping steps to push them in the right direction. I like the “rough draft”
approach for homework that encouraged good quality over quantity. I need to
make that happen more often. I can see
how doing this could improve the student’s use of my feedback.
I don’t think the books are bringing me great clarity, but
at least I am taking the time to really think about why I do something. I can
see the ideological theory behind some of what they are saying, but still feel
that the application of it doesn’t always match my experience. The books and
more importantly my teaching peers are giving me cause for reflection so with
that in mind, I will carry on.
We as professionals should make our own interpretations of books that we read. Although you may not agree with both books, I can see that the process has caused you to reflect on your current practices. This is great! With any research or theory, applying it is the difficult part. Isn't this what we want our own students to do, learn something new and then apply it? I am enjoying this class with all of you, the difficulty will be whats next after it is over.
ReplyDeleteSorry, Sharon, I am just now reading everyone's blogs! Thank you for the part you added about music teachers. I especially like your comment about working with what you have. With my instrument building project, I saw several really great projects made out of the most basic materials, because that was all they had. Yes, I had 2 students who didn't do the work, but I plan on doing the same assignment next year because of the extreme success that the other 30+ students had.
ReplyDeleteAs for the students in Music Academy, I am in constant awe of the things they know at such a young age. My problem is, they are learning things I didn't learn until college! I struggle to find assessments that challenge them!