FIAE- Chapter 11

This chapter, as also discussed in previous chapters, was about grading. It plays with the idea of the actual number grade and what it means to the students. It is hard to place an emotional value on a number grade, but students in every classroom are doing it. This chapter suggests that it might be more beneficial to your students if they are given a lower grade, such as a zero rather than a 60. The reasoning behind this is that your students may be tempted to just “get by” without doing the work, and rely on getting a 60 as passing. It is important that teachers develop a plan of how to properly assess their students in order to prevent those kids from just “getting by”. This problem leading into how to weigh grades is relentless and learning how to find a solution sooner rather than later can benefit the students as well as yourself. Another problem is teaching to those gifted students as well as those who need extra help. Here is when teaching to the appropriate grade level of each student comes into play. However with such a diverse classroom, the continuing problem is how to reach every student’s needs on so many levels.

Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.