How I Run A No-Grades Classroom

no grades picture   by Mark Janke

Many people question how a no-grades classroom can work, how can a teacher run such a class and still complete report cards? What is important to remember is that there are many ways to run a no-grades classroom, this piece explain how I do it and how it has benefited my students.

First I do assign the students grades, they just don’t see them. just like every other teacher I have a mark book filled with numbers that attempt to represent my students learning. While I may not personally believe the number helps my students learn (in fact I find it a hindrance), I do ensure that I am doing what is expected of me as a teacher. In my class students are given marks/numerical grades whenever they ask for them. It just so happens no student has asked me for a grade since early October.

My classroom is built upon an inquiry based learning model with student/teacher created success criteria and teacher feedback (I continue to try to attempt more peer and self feedback). It is our belief that all students need to focus on how to improve their skills and develop pride in their work. This pride must come from inside, and not be based on a number assigned by a teacher or peer. Students tell me they love the freedom they enjoy to explore topics and areas of interest yet they also feel the burden of having to take more ownership over their own learning. They agree however that the occasional stress they feel with driving their own learning is far less than they felt when receiving numerical grades. The students explained to me that after seeing a numerical grade they were unlikely to read any comments.

As a class we focus on providing feedback on specific skills we deem to be important. We use the feedback rubric (posted below) as it provides success criteria for the assigned task, an easy to read/follow format and specific feedback on student/teacher created indicators. If a student receives feedback in concerns box it means they have not yet achieved the expectation (which would correspond to a level 1 or 2). If the expectation is highlighted or checked they met the expectations (level 3). If they receive feedback in the mastery box they have exceeded the expectation which would generally be a level 4. Using this method the students have a general idea how they are doing based on the location of the written feedback and the nature of it. And yet there is no grade, level or numerical assessment.

science epic fail pic

I have seen many of my students flourish using this tool and by eliminating numerical grades. Stress has decreased, focus on improving specific skills has increased which has resulted in improved work and greater confidence. I can’t imagine going back to the assigning of grades. That being said, I do record them and make them available to any student who wishes them.

If you would like to know more please feel free to ask.

All the best,

mark

Student Voice…A Powerful Tool, Misunderstood Toxic Element or Both?

If you have read the title of this post and said to yourself, this guy is crazy. Please do not pass judgement on me until you read the entire piece. Like everything else I welcome all opinions and feedback.

I am an intermediate teacher who believes that student voice is a critical aspect of my learning, teaching, professional reflection and key to a successful classroom. When however it is implemented poorly or completely misunderstood by those who are forced to implement it without a plan , it can quickly become a poison which can cause conflict and dissension in any school setting.

The term ‘student voice’ has become the catchphrase at many school boards in Ontario and a pillar of many board improvement plans over the past few years. It is a term that is overused in education today and rarely honoured by those who espouse it most. It has become the catchphrase of many educators and administrative upcommers and wannabes who hope to make a lasting impression at meetings, interviews, camp fires etc.

The Capacity Building Series (published by the Student Achievement Division of the LNS) refers to student voice as a metaphor for student engagement. It is a means of bringing students into the role of co-learners with both teachers and parents in a positive collaborative framework.

student voice visual                                                                   student voice visual 2

While nearly all educators agree (in theory) this could be a powerful tool to encourage students become more engaged in the learning process, it has often been implemented with blinding speed by upper management with far too many negative unintended consequences.

Principals have been bullied into demonstrating how they are using student voice to improve learning in their schools. However it has been implemented in a forced homogenised manner which often leaves teachers feeling abandoned by their principals and at the mercy of their students.

First and foremost, challenges experienced in the education system over the past few years has placed a significant strain on parent-student and parent-teacher relationships. Traditional high level of respect for teachers has been replaced by anger, frustration and disrespect. These feelings are most often experienced by parents and communities who then pass this anger or distrust on to their kids. This has directly resulted in students having far less respect for teachers, schools and an ambivalence toward school work in general.  This negative cycle becomes perpetuated by students received negative message from parents about schools and their teachers and thus becoming increasing disrespectful toward teachers.

All of this has resulted in an abnormally high level of student entitlement (with little accountability being placed back onto the students).

In many places this misrepresentation of the spirit of student voice has resulted in student feeling empowered to actively pressure education professionals to do what they want without a sense of the responsibility that comes along with it. Additionally parents are being fed this false belief that they can use their negative voices (in the guise of student voice) to push personal agendas and force changes upon schools. The difficultly with this is that principals and teachers (who work on the front line) are caught in the middle of this. It has additionally become a new weapon to be used by parents, students and administration to push personal agendas in an attempt to stifle the teacher voice.

My reflection here is that student voice is a critical piece of the education model if and when it is introduced and monitored carefully. Unfortunately that is not likely to be the case.  Current evidence suggests it will be yet another new board initiative that will be poorly incorporated and quickly swept under the rug as a new catch phrase comes from a fire side chat to blow us in yet another direction.

Oh, what could be!

Student Voice is (1280x495)