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The Grading Don'ts That Saved My Classroom
The Grading Don'ts That Saved My Classroom
Tyler was determined to "get" algebraic equations. He was the first to hustle to the kidney table for small-group math review. He sacrificed recesses to practice. He even came to school early to study before the test.
It was heart-wrenching when I had to pass him back a C and not the B that I knew Tyler had been longing for. His reaction stopped me dead in my grading-paradigm tracks.
"Mrs. Larson, are the problems from this test going to be in our math centers for the next unit?"
"They sure are, Tyler," I responded with a bit of skepticism. Why wasn't he asking me if he could improve his grade?
"Good. Because I didn't do so well, and I really need to keep practicing until I get it right!"
What? Did this kid just tell me that he cares more about the math skills than he does about the grade going home?
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