Opportunities for retakes and a shift away from tagging grades with high importance by the teachers, allow the students to concentrate highly on the skills they are obtaining and not their scores.
Students should do their assignments and their given works, with the readiness of having follow-up questions, evading any desire to earn a grade for their work. This will foster more learning ability.
Teachers should not embarrassed to admit that they usually praise students based on their grades rather than on their effort and improvement.
Parents also are no different in caring about their child’s grades rather than learning.
In this post, five strategies will be given on how teachers can shift their perspectives away from grades to enabling learning.
Strategies of changing class cultures strategies from grades
Modify your language with kids and parents
A student could feel unmotivated to complete an assignment and teachers may tend to spill ou threw out threats regarding their grades but this should be changed instead to encouragement, even though the child didn’t do well, encouragement should still be predominate in the choice of words.
Teachers’ language with parents also needs to change shifted. Emails or calls should be solely about the concepts or skills a child is demonstrating than stressing more about grades.
Delaying grade helps
Teachers could implement the style of delaying the grade so that students focus more on the feedback than the grade.
This will aid in making students pay more attention to feedback than to grades.
This could irritate the kids at first, but soon, teachers will begin to focus on their actual performance then after a while teachers can reveal the student’s number grade.
Give chance for retakes
Schools should offer a retake test per term to reduce the lowest test grade. If a school cannot offer a redo policy teachers should not give up and get creative in the class on ways to give retakes to enhance learning.
Teachers can counteract some of these harmful impacts of grades by granting students more possession of their assessments. When attaching a rubric-assessed task, ask the students to finish their own rubric.
In addition, self-assessment gives students possession of their own learning and heightens their metacognitive skills.
Grading is necessary for enhancing learning but it could also sit as a challenge for learning.
That is why teachers should get creative within the walls of the classroom and make grading less stressful to the students and make each lesson more collaborative and accurate.
Don’t miss important articles during the week. Subscribe to edbuild daily digest for updates