So, with a new quarter begins the revamping and reworking of my new system. Many would think I'd be pre-assessing student knowledge on standards for the new rating scales to get the students familiar with their new standards for this quarter. But then you probably don't know this gweniepig very well, and of course you don't know I just finished an inspirational book relishing in the idea of grit.
So I, of course, had them make statements affirming, as junior high students, if they had to be present, how they were going to show up and really be present. On top of that, they had to write a claim stating how they would be successful today. Mind you, this was ten minutes into first period on day one of fourth quarter. Okay maybe twenty, after I'd gone on my soap box about success and failure and that it's okay to fail. That if you fail, you try again; you don't just quit eating if you get some hot sauce on your shirt. I collected the cards, kids who wanted me to read the cards left them face up to help keep them accountable, yet kids who wanted to be independent kept them face down.
The next day, I passed out their cards and they had to reflect to what degree they succeeded and if it was something they wanted to continue with or if they wanted to add to their statement. On the back, they had to write the affirmations starting with I am capable of success. I wrote a few suggestions they could copy, such as someone cares about me. Then told them to put the card somewhere they could look at it everyday. And they did! I saw them looking at the cards, or putting them in the front covers of their binders throughout the week. Not all of them, but some.
On Friday, I had them retrieve their cards and respond to a scale in complete thoughts to rate themselves on what they succeeded with for the week, how they represented themselves and what they were going to do differently next week to show more success. The students provided thoughtful answers and had honest desires for how they wanted to shift their learning processes. It is important that they know the direction of our academic focus, but sometimes it's also equally important they know where their focus is. The expectations of fourth quarter can be demanding and beginning well grounded rather than in a sea of chaos will give us all a better chance to take on the many scales we will soon use to rate or progress.
A different type of rating scale, but I do suggest it's worth a try.
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