Principal Todd Nelson shares his all-time favorite back-to-school charge to the faculty, written by Jonathan Slater, a school head with whom Todd worked "a while back."
“It is my annual duty to remind you...” Slater begins. (Click below to read the rest, a message all educators should hear!)
What percentage of student failure belongs to the teachers and what percentage of failure belongs to the student? This Q has been posed to me and am uncertain how to accurately reply.
It's not a statisticall...See MoreOn 6/24/16, fayeannette wrote: > What percentage of student failure belongs to the > teachers and what percentage of failure belongs to the > student? This Q has been posed to me and am uncertain > how to accurately reply.
There is no way to accurately reply because this is an opinion question.
It's not a statistically or factually-based question relating to research studies which have attempted to look for correlation between teacher effectiveness and grades assigned by these teachers to students.
And then, to have any meaning, research would need to be conducted over all grade levels and subject areas worldwide.
Here are some of the viewpoints which I've heard over the years relating to student failures:
Teacher #1: "I just give all the failing students 'courtesy 65s.' It keeps the parents and principal off my back."
Teacher #2: "I give certain students negative numbers for grades. Students who come to my class, do absolutely no work, and refuse to take the tests get a zero. Students who come to my class, do absolutely no work, refuse to take the tests, and give me a hard time get a negative number for wasting my time and the class' time."
Teacher #3: "I make all my tests worth 500 points. And then, when the kids get 70 or 80 points, let's say, out of 500, I just give them a 70 or 80 on the report card. I can't do this on the Uniform Midterm or Uniform Final, but I drop those grades. The kids are happy, the parents are happy, and the principal thinks I'm a great teacher!"
Assistant Principal: "Tell the students whom you've failed, 'I didn't fail you. You failed yourself.'"
Principal: "When a teacher has failed most of a class, that tells me that the teacher has failed himself."
State Superintendent: "The failure of an entire class in a State exam doesn't mean, in and of itself, that the teacher was 'unsatisfactory.'"
Im looking for a school that has old forensic science textbooks, Bertino+Bertino: Fundamentals of Forensic Science. Maybe you have upgraded to the new version and have the old version and you school wants to get rid of the contact me. Thank you in advance.
I'm needing advice about good books, especially workbooks, for Spanish I students (really basic) & Spanish II students who know a little bit about present tense. I teach in a small high school in Southern Mississippi.
HOLA, and welcome to PrintableSpanish.com! http://printablespanis...See MoreOn 6/21/16, Gary K. Smith wrote: > I'm needing advice about good books, especially workbooks, > for Spanish I students (really basic) & Spanish II students > who know a little bit about present tense. I teach in a > small high school in Southern Mississippi.
On 6/22/16, Jane Chavez wrote: > On 6/21/16, Gary K. Smith wrote: >> I'm needing advice about good books, especially > workbooks, >> for Spanish I students (really basic) & Spanish II > students >> who know a little bit about present tense. I teach in a >> small high school in Southern Mississippi.
I adopted a policy of "never say never". I gave students the opportunity to pass up to the last day. This allowed them to make a decision about what they wanted, and didn't leave them feeling defeated and disruptive for a long period of time.
I would discuss this with both the student and the parents, to get buy in from all. Making a contract, and allowing the student to be a part of the discussion about what would be needed for a C-, and how they felt they could meet that criteria was very helpful. It was amazing to me how many would rise to the challenge in these last weeks knowing there was still opportunity for them.
RGOn 4/26/16, Teresa Ryan wrote: > On 4/26/16, roberta nanci wrote: >> It's almost the end of the year here and we have about 5 >> weeks left of school. I have several students who are >> failing, know they are failing, and know they can do > nothing >> about it at this point. This leads to disruptive behavior >> b...See MoreOn 4/26/16, Teresa Ryan wrote: > On 4/26/16, roberta nanci wrote: >> It's almost the end of the year here and we have about 5 >> weeks left of school. I have several students who are >> failing, know they are failing, and know they can do > nothing >> about it at this point. This leads to disruptive behavior >> because the students know they have nothing left to lost. >> I'm not sure there is much I can do about it at this > point >> but would welcome any suggestions. I have called home and >> met with parents. > > > > I adopted a policy of "never say never". I gave students > the opportunity to pass up to the last day. This allowed > them to make a decision about what they wanted, and didn't > leave them feeling defeated and disruptive for a long > period of time. > > I would discuss this with both the student and the parents, > to get buy in from all. Making a contract, and allowing the > student to be a part of the discussion about what would be > needed for a C-, and how they felt they could meet that > criteria was very helpful. It was amazing to me how many > would rise to the challenge in these last weeks knowing > there was still opportunity for them. > > I hope this helps.
If you are not getting support from the parents to control the kids than perhaps it is time to get the administration involved. The students do not simply get a pass to act rude and disruptive because they did not do the work required to pass. Although allowing students the opportunity to pass is a good idea to keep them engaged, but are you really training them for life after school? What message does that send to the other students? The students need to know there are consequences for their actions. My bet is that they were disruptive or disrespectful before they got to this point and that probably is what has contributed to them having the grades they already have.
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There is no way to accurately reply because this is an opinion question.
It's not a statisticall...See More