Monday I had a meeting with my principal and I told him I have had thoughts about taking everything I do in my classroom and throwing it out the window and starting from scratch. This is where I envision books, student assignments, computers, tablets, pens, pencils, etc being on my desk and clearing it all off in a raging fit with one swing of my monstrous long arms.
Anyways, I want to reinvent, reimagine my classroom and what I am doing. It is not to say that everything I do does not have an impact on students, but I feel like I need to change some things. There are days I feel, I am not reaching my students.
My principal suggested that I start reflecting on each day and writing down what works and what doesn’t work. I thought that would be a great idea and I am definitely going to start doing that next week. It is time to reflect on what it is I am doing in my classroom and changing what is isn’t working anymore.
Has anyone else ever had these thoughts or something similar?
As I finished out the Chippewa River Writing Project’s (CRWP) Summer Institute for the first time as a co-director, I had the opportunity to give feedback to my group members that I worked with for almost four weeks. As we sat on my colleagues couches and bar stools, I started to think about authentic assessment and what the definition of authentic assessment actually is in relation to what I was doing with CRWP participants as well as what I do with my students on a yearly basis.
Realizing I hadn’t given much thought to authentic assessment, I started doing some digging. In the past I had focused more attention on formative -vs- summative assessment. As I begin researching the idea of authentic assessment, I knew that I needed help from someone who was familiar with assessments and had vested time with the subject at hand. I emailed a writing project colleague and friend Scott Filkins (@scottfilkins). Scott is the author of Beyond Standardized Truth: Improving Teaching and Learning through Inquiry-Based Reading Assessment (Principles in Practice). He has also worked with students in grades 6-12 and works with the National Council of Teachers of English (NCTE) on the ReadWriteThink resources.
When I emailed Scott I asked him to direct me towards some resources on authentic assessment. Scott replied with a few questions that I had never considered before and therefore plunged me further into thinking about authentic assessment. Scott asked:
“Do you mean assessment that’s true assessment in the sense that it’s embedded in the ongoing work of the local classroom ecology and truly shapes a teacher’s understanding of a kid and what’s next for him or her? Or do you mean the kind of authentic assessment that’s like project based where the kids are doing something “authentic” with reading/writing/literacy?”
Both questions were spectacular in regards to how broad I began my thinking. As I thought about the questions, I knew that I was thinking more along the lines of students doing something “authentic” with literacy. After all, that is what participants of the Summer Institute had completed for us to review.
On the other hand, I was also thinking authentic assessment was the type of feedback we give students when we grade their assignments. I sat down and took approximately 3 1/2 hours to give solid feedback to four individuals. I didn’t fill out a rubric or grade a multiple choice test. I was giving each person what I felt was valuable feedback on the pieces they created during their time of the Summer Institute. Feedback that was going to help them become better writers and teachers.
The more I thought about it and read some of the great resources Scott Filkins had shared with me, I started to realize that authentic assessments and authentic feedback are two different things. They weren’t the same. However, we can’t give students authentic feedback unless we give them authentic assessments. By giving our students more authentic assessments we can then make better decisions about curriculum and more effectively communicate with our students about their learning. Therefore, making them better learners and helping them understand where they are and where they need to go!
As a result of my research and help from awesome colleagues like Scott Filkins, I will reflect more about the assessments my students complete this school year and the feedback I give to them.
(Picture compliments of Chris Potter on Flckr.)
This past school year presented its challenges, which is not unlike most years in the teaching profession. Every teacher struggles with lessons that don’t work out, an unruly class or student, and the every day ins and outs of teaching. When we do have the time to catch our breath, we have our own personal lives to manage. Bottom line it isn’t easy, but for the most part we manage.
For the 2014-2015 school year I was presented with the biggest challenge in my life, not just my career. October not only brought about the leaves changing color and Halloween, but a separation from my wife and eventually divorce. Needless to say I was devastated and my personal world came crashing down.
Quite often, I am not one to share too much of my personal life with my students. Don’t get me wrong, my students know a lot about me, but there are numerous things I keep secure in the ole’ brain. My divorce was no different. I didn’t share any details with my students about how my marriage failed. My principal and colleagues knew, but that was as far as my comfort zone was going. It was already stretched.
I wasn’t willing to share with my students because I was afraid to share my failure. I was a wreck and I am confident my students saw it on my face every day. As the school year progressed and my divorced was finalized, I started to realize that I may have failed at my marriage, but I didn’t fail at teaching or life. Even if I did, I needed to pick myself up and move on. After all, my ex-wife and I got along just fine and we had our own children to take care of and think about. So, instead of feeling defeated, I started to pick up the pieces. In all honesty, it was my principal who provided the spark that made me see that I am a better person and professional than what I was displaying. I needed to get my spark back!
Besides accepting the challenges that my principal set before me, I also recalled there are many students who come from split families in my district and I started to understand that I now could relate to those students a bit more and perhaps sympathize more with their situation. Furthermore, I think my students need to have more insight into my own personal life so they might have a better understanding of where I am coming from and what I am all about. They need to see that I am human, a change that I am ready to make for the 2015-2016 school year.
Failure does not mean we are less of a person. Out of failure comes success as mentioned in a video highlighting Michael Jordan and many other great individuals. I have picked up the pieces this Summer because despite my failures, I have had many successful things happen in my life. Besides, my own kids need their dad to be the best that he can be every single day and my students need me to show them that, despite the failure in their own lives, they too can succeed.