We are nearing the end of the semester, and one thing I would say most of you "want" - besides no school and some ice cream (yes, you are supposed to laugh at that) - is an "A" in as many of your classes as you can get.
Sigh.
I get it.
I was once in your shoes.
But looking back I also know that I didn't always put enough energy forth to respectfully attain that mark.
Have you?
Remember, there is nothing wrong with something lower than an "A". It won't prevent you from getting into a "good" school, it won't prevent you from being happy, it won't prevent you from being successful.
If anyone is telling you anything contrary to the above sentence, well, they are wrong.
Some would probably mince their words and not be so definitive in a statement, but I know this to be true.
Experience, time, research, conferences, and conversations all point to me being correct. Actually, it isn't really me being correct, just me saying what others have found to be true to you in this format.
There is more than one way to skin a cat. You know the saying already though.
Please, as we finish the semester, keep up the hard work, start working harder, or...don't. I can't determine your actions for you, but I can tell you that it is expected that you do the right thing, and in my rooms that means creating.
Don't be disrespectful or distracting.
Don't demand (or even request) an "A" for an assignment or term if you haven't done the appropriate work.
It should be clear what the goals and objectives for each assignment are, and it should be no surprise that you are expected to show growth over time.
If you haven't turned everything in for the semester for projects and independent practice (Art 2, 3, 4) or for your projects and sketchbook (Art 1), you should come see me during tutorial or after school so we can talk.
Even if you have turned it all in, but at least some of it was late and/or a re-do, it would be wise of you to begin checking in with me later in the week to make sure I have no questions, and I have everything documented and accounted for appropriately.
There will be work that all of you are expected to turn in during finals time, so make sure that you are appropriately working, appropriately following the prompt, turning it in, and finishing the semester strong.
Oh, yes, you need to be present during finals. Yes, you also need to be on time. Again, end the semester strong. I know you can, I just hope you will choose to.
And follow my note to self: breathe, it's almost the end.
Showing posts with label grades. Show all posts
Showing posts with label grades. Show all posts
Sunday, December 10, 2017
Monday, December 4, 2017
"Last Week" Parent Update
I know what you're thinking: "I"m glad it's December. That means this guy is almost finished sending out so many updates for the semester!"
Don't worry, I feel similarly.
Overall, I am excited about the end of the semester as I have seen a lot of growth coming out of the studio, and most of my students will be presenting a digital portfolio of their work that I am excited to see compiled in one place.
With that said, this is "the" week. This Friday is Dec. 8th, and all the students have known for quite some time that this is the last week to turn in any late and/or missing and/or do-over work for the semester.
Yes, that's right, even if it was something left incomplete or not done from two months ago I'll take it and give them a new assessment if they have done the work (and it deserves it).
This gives me one last week before finals to get this work in the gradebook and have any final conversations with the students as necessary. Now, this all needs to be done on top of finishing our end of the semester assignments.
My request is for you to please take the time to ask how your offspring is doing in class, what they are up to for projects, etc. We are wrapping things up, but there are some good topics at hand.
(Art 1's are starting a painting that is about culture and Art 2's are ending a big oil painting, for example.)
If you have any questions I am available, but in terms of grades, those questions should be initiated by the students. I still have quite a few incomplete things from many students so I'm hoping they take advantage of the time they have had to do more work (if needed). I would also encourage you to look at any comments in the gradebook if there is something that doesn't make sense to you - especially look at any sketchbook (for Art 1) or independent practice (for Art 2, 3, 4) comments as there are still big final grades that are not due as of yet in those categories.
Don't worry, I feel similarly.
Overall, I am excited about the end of the semester as I have seen a lot of growth coming out of the studio, and most of my students will be presenting a digital portfolio of their work that I am excited to see compiled in one place.
With that said, this is "the" week. This Friday is Dec. 8th, and all the students have known for quite some time that this is the last week to turn in any late and/or missing and/or do-over work for the semester.
Yes, that's right, even if it was something left incomplete or not done from two months ago I'll take it and give them a new assessment if they have done the work (and it deserves it).
This gives me one last week before finals to get this work in the gradebook and have any final conversations with the students as necessary. Now, this all needs to be done on top of finishing our end of the semester assignments.
My request is for you to please take the time to ask how your offspring is doing in class, what they are up to for projects, etc. We are wrapping things up, but there are some good topics at hand.
(Art 1's are starting a painting that is about culture and Art 2's are ending a big oil painting, for example.)
If you have any questions I am available, but in terms of grades, those questions should be initiated by the students. I still have quite a few incomplete things from many students so I'm hoping they take advantage of the time they have had to do more work (if needed). I would also encourage you to look at any comments in the gradebook if there is something that doesn't make sense to you - especially look at any sketchbook (for Art 1) or independent practice (for Art 2, 3, 4) comments as there are still big final grades that are not due as of yet in those categories.
Monday, October 26, 2015
A Change (not applicable for all)
This doesn't apply to most students or parents, so if you aren't used to getting - or never plan to get - below a C- in my class, you can stop reading now. Otherwise, please read on.
Grades.
We have all become accustomed to being able to check grades (whether you are a student and they are yours, or you are a parent and they are the grades of your offspring) "whenever" we want. I mean, you do need an internet connection and all appropriate servers do need to be functioning.
For years digital grade books have made this possible. Now, with Canvas, it is easier than ever.
Well, "easy" maybe isn't the right word, but Canvas allows for a much more robust sense of the overall grade than ever before.
Rubrics can be built in, comments can be left - in separate parts or as a whole, engagement (what for others is "participation) can be broken down in massive detail, and then some. It's crazy how much content can be acquired regarding the content of classes here at LGHS.
Some of you never really need to fret too much about your grades as you make sure to work hard and turn every assignment in. Because of that you know that not every paper or test is worthy of an "A", but you know through experience that your grades won't be terrible if you put an appropriate effort forth.
Some of you don't exactly put an appropriate effort forth as often as you could. You know you won't ace every assignment/project/test, and you are ok with that. It happens.
In terms of my class, I know from experience that if you put a conscious effort forth you will get so much better while also having a lot more fun with the entire process. As you get better and accumulate points your grade "magically" gets - or stays - strong.
I know what you're saying, "it isn't about the grade (product), it's about the process", and I couldn't agree more. That's why you are amazing.
The good news is that if you pay attention to the process, the product will turn out just fine. Trust me, I'm a professional.
This is all a long-winded way of explaining that I am making a change.
I will no longer be emailing families with students earning lower than a C- at the end of a grading period.
The administration has requested that we teachers email each family - parent and student - at the end of each grading period to let them know if the student's grade has fallen below a C-. Actually, this "policy" has been in place for a very long time, but I want to publicly address it here.
I have been "obeying' this request every six weeks for as long as I can remember. While I never have a ton of students this concerns, I usually have six or so that are below the 70% threshold each grading period. Almost always this is due to lack of turning in work.
What most families don't know is that to email six families and explain the how and why of a low grade takes time. A month ago it took me over two hours.
This is two hours I was not able to lesson plan or build out Canvas or make a new instructional video or spend time on my art or spend time with my family.
I almost always get grades posted in Canvas within one day of assignments being turned in, and it is extremely rare for students to not have a grade and some feedback within one week of a due date.
In my experience, those families that have students earning low marks are generally aware of the type of student their child is anyway.
Those students - or families - that are not aware of a grade can only say it is because they haven't taken the time to make themselves aware. I am putting all of the information out there that I can.
If you are interested in your student's grade, please go on Canvas and have a look. Better yet, have your student go on Canvas and walk you through the interface and have a conversation with them about the system, their classes, and their grades.
Ask them what they are up to in their classes.
What are you painting for your oil painting?
What did you talk about regarding that book in English today?
Did you blow anything up in Chemistry? Why not?
You know, a conversation based on inquiry and curiosity.
I expect that a high school student that has been logging in to a website/app to see their grades for years can, and should, be well aware of how they are doing. They know when the due dates are because they are listed online, I remind them in class, and they see all of their peers turning in work on the due date.
My philosophy is that the students should take the responsibility to engage in that part of the course. I put a wealth of content out there for them to access, and they need to know how to navigate the web and be a proactive digital citizen. That's part of what they should be getting out of high school so they are all the more prepared for what they will experience once they graduate from our institution.
If you have additional questions about this change, please send me an email. I don't want to sound harsh or neglectful, and if we didn't have so much information so readily available this wouldn't be an issue, but since Canvas is so robust, well, I'm hoping you catch my drift at this point.
Grades.
We have all become accustomed to being able to check grades (whether you are a student and they are yours, or you are a parent and they are the grades of your offspring) "whenever" we want. I mean, you do need an internet connection and all appropriate servers do need to be functioning.
For years digital grade books have made this possible. Now, with Canvas, it is easier than ever.
Well, "easy" maybe isn't the right word, but Canvas allows for a much more robust sense of the overall grade than ever before.
Rubrics can be built in, comments can be left - in separate parts or as a whole, engagement (what for others is "participation) can be broken down in massive detail, and then some. It's crazy how much content can be acquired regarding the content of classes here at LGHS.
Some of you never really need to fret too much about your grades as you make sure to work hard and turn every assignment in. Because of that you know that not every paper or test is worthy of an "A", but you know through experience that your grades won't be terrible if you put an appropriate effort forth.
Some of you don't exactly put an appropriate effort forth as often as you could. You know you won't ace every assignment/project/test, and you are ok with that. It happens.
In terms of my class, I know from experience that if you put a conscious effort forth you will get so much better while also having a lot more fun with the entire process. As you get better and accumulate points your grade "magically" gets - or stays - strong.
I know what you're saying, "it isn't about the grade (product), it's about the process", and I couldn't agree more. That's why you are amazing.
The good news is that if you pay attention to the process, the product will turn out just fine. Trust me, I'm a professional.
This is all a long-winded way of explaining that I am making a change.
I will no longer be emailing families with students earning lower than a C- at the end of a grading period.
The administration has requested that we teachers email each family - parent and student - at the end of each grading period to let them know if the student's grade has fallen below a C-. Actually, this "policy" has been in place for a very long time, but I want to publicly address it here.
I have been "obeying' this request every six weeks for as long as I can remember. While I never have a ton of students this concerns, I usually have six or so that are below the 70% threshold each grading period. Almost always this is due to lack of turning in work.
What most families don't know is that to email six families and explain the how and why of a low grade takes time. A month ago it took me over two hours.
This is two hours I was not able to lesson plan or build out Canvas or make a new instructional video or spend time on my art or spend time with my family.
I almost always get grades posted in Canvas within one day of assignments being turned in, and it is extremely rare for students to not have a grade and some feedback within one week of a due date.
In my experience, those families that have students earning low marks are generally aware of the type of student their child is anyway.
Those students - or families - that are not aware of a grade can only say it is because they haven't taken the time to make themselves aware. I am putting all of the information out there that I can.
If you are interested in your student's grade, please go on Canvas and have a look. Better yet, have your student go on Canvas and walk you through the interface and have a conversation with them about the system, their classes, and their grades.
Ask them what they are up to in their classes.
What are you painting for your oil painting?
What did you talk about regarding that book in English today?
Did you blow anything up in Chemistry? Why not?
You know, a conversation based on inquiry and curiosity.
I expect that a high school student that has been logging in to a website/app to see their grades for years can, and should, be well aware of how they are doing. They know when the due dates are because they are listed online, I remind them in class, and they see all of their peers turning in work on the due date.
My philosophy is that the students should take the responsibility to engage in that part of the course. I put a wealth of content out there for them to access, and they need to know how to navigate the web and be a proactive digital citizen. That's part of what they should be getting out of high school so they are all the more prepared for what they will experience once they graduate from our institution.
If you have additional questions about this change, please send me an email. I don't want to sound harsh or neglectful, and if we didn't have so much information so readily available this wouldn't be an issue, but since Canvas is so robust, well, I'm hoping you catch my drift at this point.
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