Behaviour Management
To see the light through the trees… this is one of my favourite images. It reminds me that even though you may feel that you’re lost in the woods, you can see light. I wished I could feel that way today. I am feeling burdened. Not too long ago, I wrote a blog on Pouring Gasoline #IMMOOC and what lights our fire. I said it was my students. Whether it be my doctorate, trusteeship, or teaching… I am always striving for System Change.
Maybe I am kidding myself. I’d like to believe that we are “in the change” in BC schools, but maybe this change is slower than I imagined. Sometimes I think we are going backwards. Today I learned that assessment was used to threaten kids, punish kids, and shame kids. What the hell??? Is that the purpose of assessment, particularly summative assessment practices… “this is how I’m going to teach kids”… to conform and comply? It’s NOT a behaviour management tool!!! It’s meant to help kids, not hurt/scare them.
I am not about to point fingers or shame people for hurting, if not hindering, students from their fullest potential. I am left with the sinking feeling that we are not all out there for students and supporting their learning so that they can be the best person they can be. Sometimes I feel that we squash them into these little beings who are just doing their best to get by (and get out of schools). What a disservice to students. Assessment is suppose to help students learn and help them to learn about their learning. The subject area is only a tool to help students learn. I don’t think the “collective we” gets it.
In my EDUC471D100 class this term, it took about 6 weeks for students to understand, internalize, and trust my assessment structure. MEET EXPECTATIONS and you get an “A.” There are no secrets. Ask questions to get clarification or feedback on anything. Student agency is the key. It’s my job to give students immediate formative feedback. It’s the student’s job to receive the information and try again (or not… it’s a choice). The only time the student may not meet expectations (aka. a grade less than an “A”) is when he/she does not ask a question, is not sure, and hands in his/her final assignment without any formative feedback. The student is not hiding from me, but from him/herself.
This is the pot calling the kettle black… meaning, at one time, I too used assessment as a behaviour modification tool (more than 20 years ago). When you know better, do better. Grades or marks are not meant to create a Pavlov dog scenario in classrooms such that it is used as a currency to promote and incentivize student learning. When we do that, you see the underdevelopment of the other side of the coin… the self-motivated, confident, autonomous learner. I also know this scenario all too well such that taking any risk-taking becomes “too risky” thus resulting in cognitive paralysis (aka. nothing gets done).
Sadly, this is not a blog of inspiration. No “aha’s” were uncovered. I am simply ranting. How does one create system change? Once again, GASOLINE POURED onto my fire.