I’m sad to say I do believe failure is a real and regular experience for some kids at my school (5th and 6th graders.) I think for some students it’s become a cycle they can’t see a way to escape, and I do worry about these kids (and my part in getting them to that place.) I do wonder how students can they find the energy and desire and motivation to keep trying when all they can seem to do is fail. There is a lack of consequences -- grades don’t mean a lot to most kids at this level - so they continue the cycle, they continue to get Fs, yet they still move on to the next grade level. I don’t think our students really understand the consequences that their actions in 5th or 6th grade will have on them in future grades, and at my school the consequences don’t seem to have much of an impact.
What structures have been put into place to accomplish alternatives?
Our administration and counselors have started putting service cycles into place to deal with this problem. They have begun meeting with students who receive Ds or Fs and have conversations about grade point averages and the importance of GPAs when they enter high school and begin to consider college options. These conversations tend to take place while other students are enjoying a positive consequence (like a special assembly.)
What conditions exist that make it too late to learn and reach competency in your school? Can you give an example?
I don’t think at 5th and 6th grade it would ever be too late to learn and reach competency, but I wonder if our students feel the same way. I think what we’re really missing at my site is a clear definition of competency, and a plan in place for ensuring that students are reaching competency. We definitely don’t have a school plan in place to help our students believe in the “never too late to learn” philosophy. Our current structure is compliance -- if students complete homework and behave in class and do projects they can get a passing grade. But I don’t think we’re truly evaluating their competence - and that’s really what we should be focused on.
What would you do, if anything, to introduce/enhance “never too late to learn” structures in your school if you were the school leader?
One thing I would like to see happen at my school is for us to work more collaboratively to determine how to support students who are “failing.” Our administrators and counselors have points sheets for our “struggling” students that I’m asked to fill out, but I wasn’t consulted about what behaviors I think would be beneficial for my students in helping them to be more successful. Counselors are meeting with these “targeted” students on a regular basis, but there isn’t any communication between counselors and teachers about these conversations, and there isn’t any collaboration to build a team that can help these students. (I do have to say that I believe they are doing this with the best interests of the teachers at heart -- trying not to give them “more to do” -- but I think that is to the detriment of the system they’re putting into place.) If I were the school leader I would want to build in time for the support staff to meet with teachers and talk about these kids. For example, at a Restorative Practices training I attended a group modeled the use of circles as a means for a “Student Study Team.” At the time I thought that could be an effective practice at my grade level PLC - a chance for teachers to share concerns about students with other teachers, and support staff like special education teachers, to get ideas for ways to support the child.
What can you do in your present position to create “never too late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I feel a bit perplexed by how to move forward with this pillar at my site. I’m not confident that in my present position I can make a difference in promoting it at my school, and I don’t see this as something that can be accomplished in one semester. This pillar requires a commitment of the whole staff, and some significant conversations about what we believe our mission is and whether we truly do value competence over compliance. This year my principal is focused on guiding our staff through conversations about our school culture, and I think that’s a first step toward the “never too late to learn” philosophy. However, we need to think that through first, and that work will guide use in working together to find ways to increase learning opportunities. I think I can have some impact via my sphere of influence (my grade level math department) and the ILT, but there is already so much on these plates I fear adding to it -- at this time.
5 things I am willing to do this semester that will help my school to increase learning opportunities.
I’m going to be honest -- I don’t feel comfortable at this time committing to 5 things related to this pillar. I definitely believe in the value of the philosophy, but I think I need more time to dig into it and consider how to move forward with the idea to really do it justice. I will commit to taking the learning attitude survey (Action Research tool 13) and check out Rethinking Homework: Best Practices That Support Diverse Needs (Vatterott, 2009, ASCD.) I have been given a lot of thought to “homework” as an institutional practice and I would like to spend more time investigating different ideas related to it.
What structures have been put into place to accomplish alternatives?
Our administration and counselors have started putting service cycles into place to deal with this problem. They have begun meeting with students who receive Ds or Fs and have conversations about grade point averages and the importance of GPAs when they enter high school and begin to consider college options. These conversations tend to take place while other students are enjoying a positive consequence (like a special assembly.)
What conditions exist that make it too late to learn and reach competency in your school? Can you give an example?
I don’t think at 5th and 6th grade it would ever be too late to learn and reach competency, but I wonder if our students feel the same way. I think what we’re really missing at my site is a clear definition of competency, and a plan in place for ensuring that students are reaching competency. We definitely don’t have a school plan in place to help our students believe in the “never too late to learn” philosophy. Our current structure is compliance -- if students complete homework and behave in class and do projects they can get a passing grade. But I don’t think we’re truly evaluating their competence - and that’s really what we should be focused on.
What would you do, if anything, to introduce/enhance “never too late to learn” structures in your school if you were the school leader?
One thing I would like to see happen at my school is for us to work more collaboratively to determine how to support students who are “failing.” Our administrators and counselors have points sheets for our “struggling” students that I’m asked to fill out, but I wasn’t consulted about what behaviors I think would be beneficial for my students in helping them to be more successful. Counselors are meeting with these “targeted” students on a regular basis, but there isn’t any communication between counselors and teachers about these conversations, and there isn’t any collaboration to build a team that can help these students. (I do have to say that I believe they are doing this with the best interests of the teachers at heart -- trying not to give them “more to do” -- but I think that is to the detriment of the system they’re putting into place.) If I were the school leader I would want to build in time for the support staff to meet with teachers and talk about these kids. For example, at a Restorative Practices training I attended a group modeled the use of circles as a means for a “Student Study Team.” At the time I thought that could be an effective practice at my grade level PLC - a chance for teachers to share concerns about students with other teachers, and support staff like special education teachers, to get ideas for ways to support the child.
What can you do in your present position to create “never too late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I feel a bit perplexed by how to move forward with this pillar at my site. I’m not confident that in my present position I can make a difference in promoting it at my school, and I don’t see this as something that can be accomplished in one semester. This pillar requires a commitment of the whole staff, and some significant conversations about what we believe our mission is and whether we truly do value competence over compliance. This year my principal is focused on guiding our staff through conversations about our school culture, and I think that’s a first step toward the “never too late to learn” philosophy. However, we need to think that through first, and that work will guide use in working together to find ways to increase learning opportunities. I think I can have some impact via my sphere of influence (my grade level math department) and the ILT, but there is already so much on these plates I fear adding to it -- at this time.
5 things I am willing to do this semester that will help my school to increase learning opportunities.
I’m going to be honest -- I don’t feel comfortable at this time committing to 5 things related to this pillar. I definitely believe in the value of the philosophy, but I think I need more time to dig into it and consider how to move forward with the idea to really do it justice. I will commit to taking the learning attitude survey (Action Research tool 13) and check out Rethinking Homework: Best Practices That Support Diverse Needs (Vatterott, 2009, ASCD.) I have been given a lot of thought to “homework” as an institutional practice and I would like to spend more time investigating different ideas related to it.