Tag Archives: grades

How to Turn a Bad Report Card Into a Learning Experience

arguing-over-homework_titlepageReport cards are a contentious subject in any household,

but a bad report card is something that parents (and kids) need to handle with tact and grace, as hard as that may sometimes be.

Avoid the common missteps like immediately yelling at or punishing your child for a bad report card. Instead, come up with a productive reaction which will have the best long term outcome. The A+ Club from School4Schools.com LLC is a comprehensive online tutoring service that takes a holistic approach to test preparation, remedial tutoring, and process oriented educational engagement. Continue reading

What do teachers really want?

apple-for-teacher_msclipartBribery?

Maybe, but flattery will work better. Seriously.

The highest and most effective form of teacher flattery is asking a teacher for help. The next highest is actually doing your work. You meet teacher expectations, you get an A. Easy enough.

Well, let’s start from there, anyway.  So what do teachers really want? And how can the student figure that out? Continue reading

Teachers are people, too (sort of) & how you should take advantage of it

toaster_ms-clipart

  • My teacher is a toaster?

Heh, students, here’s a little inside information you should know: teachers are people, too. Shocking, I know. But true.

When my daughter was in my school, I’d bring her along to the watering hole we teachers escaped to on Fridays. She’d sit at a nearby table and enjoy bar food and a soda. After a few weeks she started inviting friends from school to sit with her, which seemed fine — until I learned that what she was doing was bringing her friends to listen to us do what teachers do on a Friday: complain about our students.  “Oh my God,” my daughter told me, “I didn’t realize that teachers have a life!”

Yep, and like you, they complain a lot. Make that all the time.

So, students, what’s in it for you?

Your teachers are actually more than a toaster that spits out lectures, homework, and grades. If they were machines, we’d could sure use better engineers.  Actually, thank God they’re not all the same model.

Instead, we’ve got a different personality, a different mood, and a different perspective in every classroom. Some we like, some we don’t, some are good, some not so much. All of them, however, set our grades, so we’d better be careful about who we’re blaming for what. We hear it all the time, “That teacher is soooo boring!” You know the routine, and you also know you can’t change classes just because you don’t like the teacher.

You can blame the teacher all day long, but it’s still up to you to do the work, figure out what the teacher wants, and do well on the tests. The best students can do all that and still hate the teacher. Annoying, yes, but a lot more productive than to do poorly because you don’t like the teacher.

But we can do a few simple, little things, meanwhile.

Salesmanship

If the purpose of the teacher is to give you a grade, and your not getting the grade you want, then, truly, it’s up to you and not the teacher. So what can you do?

A first step is to get the teacher on your side. You do it with simple, easy salesmanship.  Your teacher is your education provider, and your job is to get the highest grade possible out of each teacher. If what you’re doing is not working out, then let’s figure out a couple easy strategies to get that teacher on your side:

  • Smile and say “good morning” on your way in to the classroom. Can’t hurt. And maybe that will change your teacher’s vision of you from an unconcerned or detached underperformer to someone who not only needs but wants help. Suddenly, your teacher is seeing you as an individual, not as a malfunctioning machine
  • Ask a question or two. You may not feel up to it in front of class, but you can always ask a question before or after class, or write it on a paper or send an email later on. Your job is to make your teacher think of you outside of your grades and to worry about you as a person and not as a student. You will be amazed by how your teacher will suddenly be concerned for you if you ask for help.
  • Seek out your teacher before or after school. No need to suck up, but just by showing up for extra help — and not the last week of the quarter — your teacher is now seeing you as someone he or she can help, which means your teacher will now care about you more.

These are simple human interactions. The best salesperson doesn’t care who or what the client is, and just focuses on the sale. Your sale is your grade. Focus on it. Worry about it, not your teacher. Your best sales tool is communication. You will get out of your relationship with your teacher exactly what you put into it. The more you become a partner to the classroom, the more likely your teacher will perceive you as a partner to him or herself personally. Then you got ’em.

Teachers are people, too (sort of)

As with any relationship, honesty, kindness, and care will work with these fellow human beings we call teachers. Ultimately, teachers have a job to do, and it will guide their decisions and grades more than anything else. But if you can perceive them as individuals who are trying to do their best, but who have flaws and ticks and their own ways of being and doing things, maybe you will open up a new opportunity for yourself.

Think of how you are with those teachers you like and respect, and how beneficial that relationship can be for you. Then, maybe you can do that with the rest of them, and get similar, positive results.

– Michael

The A+ Club from School4Schools.com LLC, based in Arlington, VA, is dedicated to helping students across the U.S.A. meet their goals and find the academic success the want and deserve. Contact us here or call now  to (703) 271-5334 to see how we can help.

Arguing over grades?

aaaaahYou know the routine:

“Do you have any homework?” : “No.”

“Really? Nothing?” : “Already did it.”

“But you have a math test tomorrow?” : “Oh, yeah. The other kids weren’t ready, so the teacher put it off for next week.”

When the discussions over homework and grades become two-way traffic on a one-way street, the one complaining and badgering, the other deferring and dodging, it’s no longer a functional, working relationship. And all we’ve got left is anger. Continue reading

Feeding back: constant, comprehensive & positive feedback

Feeding back: constant, comprehensive & positive feedback

Student Success Podcast No. 7, Nov. 6, 2013

Today’s Guest: none

Bromley discusses the essential process of feedback. Feedback is simple human interaction. And these interactions so define the teacher-student relationship.  Students will benefit from understanding their role in this relationship. And teachers, too, need to maintain positive, effective interactions with students.

Feedback, being communicating teacher expectations and assessments, is a critical part of teaching and learning, and the more constant, comprehensive, and positive it is the better students will responds. By positive we don’t mean only good news: but bad news needs to be delivered in a constructive, positive manner that engages student improvement rather than cutting it down.

Bromley reviews strategies and ideas for teacher feedback and how students and parents can engage this process.

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or find us on iTunes

Topics Discussed

  • Feedback = human interactions
    • Feedback is constant
    • Every time teachers and students see each other there is feedback
    • Students and teachers need to engage in positive relationships
    • working on saying hello in the morning
  • Goal setting as driving force for positive interactions
    • information flow important for focus on goals
    • Positive feedback drives goal-setting
        • Positive feedback not necessarily about positive things
        • student choices based on good information
        • student choices rational not emotional
    • Raising student awareness
    • Setting expectations
    • Assessments as feedback
    • Effective feedback is constant and positive
    • Assignment reporting
    • Learning Process: learning is not grades!
      • grades measure something, but not necessarily learning

Additional Resources and Links

  • Learning Process Flowchart
    • Where do grades come from?
    • Learning = teacher expectations + student internalization of new knowledge
    • Grades = a measurement of something
      • the best grading measures learning
      • grading does not always measure learning (such as putting your name on the paper, etc.)

Credits

Host: Michael L. Bromley
Original Music by Christopher Bromley (copyright 2011, 2013)
Background snoring: by Stella
Best Dogs Ever: by Puck & Stella

Puck the hunting dog!
Puck the hunting dog!

 Here for Puck & Stella slideshow

The A+ Club from School4Schools.com LLC, based in Arlington, VA, is dedicated to helping students across the U.S.A. meet their goals and find the academic success the want and deserve. Contact us here or call now  to (703) 271-5334 to see how we can help.

Parenting for Student Success with Dr. Kimberly Bradley

parenting_MH900442199Parenting for Student Success with Dr. Kimberly Bradley

Show Notes
Student Success Podcast No. 6, Oct 30, 2013

Today’s Guest: Dr. Kimberly Bradley

Dr. Bradley discusses strategies for successful parenting of successful students. Dr. Bradley shares her personal experiences as a parent of three students, as an involved parent in her children’s schools, and her professional advice as an educator.

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or find us on iTunes

 

Guest Biography:

Dr. Kimberly Bradley proves the old adage that the busier you are the more you get done. With a doctorate in Christian Education, a consulting firm focusing on technical training for industry and government, a pastor husband and three kids, Dr. Bradley served as President of the Parents’ Association of Archbishop Carroll High School.

Dr. Kimberly Bradley
Dr. Kimberly Bradley

It all started with one question: “How can I help?” Looking around, she concluded that Archbishop Carroll was much more than “just a school on a hill” — colleges and universities needed to learn more about students graduating from ACHS, and the students, in turn, needed to find out more about the world of higher education. So in 2007, Dr. Bradley was a founding member of a group that established a college fair at Carroll, inviting representatives from Historically Black Colleges and Universities (HBCU) and opening it to all local schools. Two hundred seniors attended. Three years later, the college fair has expanded to include a diversity of national universities, including Harvard, MIT, Dickinson, West VA University, Hood, Mount St. Mary’s and North Carolina A&T. Over 500 students from grades 9-12 attend from throughout the Metro area. Dr. Bradley is not surprised. She says, “Basically, we need to give our kids opportunity and we need to get our students to think about their future now.”

Dr. Bradley believes fervently in what Archbishop Carroll offers students. First is the academic experience. “Dr. Stofa and the educators here believe that the kids they teach can learn and they must be held to a high standard,” she explains. “The academic community at Carroll believes our children can do it, so they do.” Dr. Bradley also believes in the nurturing aspects of the school. “They love our kids, they support our families. They will assist in any way they can. Carroll has created an environment where all kinds of kids can thrive and grow.”

Dr. Bradley and her husband have three students in the Carroll family. Their son Daniel graduated in 2010. Second son Jeremiah graduated in 2011, and daughter Abigail is a member of the Class of 2014.

Topics Discussed

  • Congratulations to Abigail for making “Principles list,” the highest honor roll status
    • why?
    • Stays on top of h/w deliberate attention to her studies
  • At recent College Fair: students walking around hearing from colleges that demand a certain gpa
    • the limits of the gpa
    • parents always say it, but this is real!
    • Connecting long term goals to short term choices
    • long term rewards parents assisting:
    • taking kids to college fairs
    • Bromley insists that what parents say to kids matters Kids to listen
  • Have to prove what you know
    • can’t just get by being smart
    • have to do homework
    • Parents need support
    • Community raises children
  • Helecopter parents flying in to save life
  • Kim doesn’t do the over attentive mom:
    • the hard lesson child independence
    • don’t’ want 45 year old stay at homes! empower and equip our children to deal with their sistuations
    • Holding one’s own child accountable face your issues even a teacher that doesn’t likey mom won’t always be able to fly in to save you
    • trust but verify
  • Holding back letting children learn coping skills on their own
    • Imagining your child in 10-20 years: are you reinforcing that vision?
    • keeping that standard we hold for young children as they grow older
  • Relationships with schools and teachers
    • parents seeing themselves as consumers in relationship with schools
    • parents are picky when selecting daycare for young children why not the same concern for K-12 schools?
    • holding schools accountable as consumers partnership in child’s education demand rubrics
  • Holding your child accountable
  • See Dr. Carson’s book on his mother’s accountability for him growing up
  • We have a tendency to protect little kids more than older kids
  • “Preparing a child to learn”
    • parent job to prepare a child to learn
    • not to be confused with the child’s job to do the learning
  • Teacher responsibility
    • clarify expectations
    • students need to ask questions
    • good teachers want students to succeed
  • Parent communication
    • must be positive productive of what children need to be doing, and not excusing
    • parent involvement in communication but leave child to fulfill expectations
  • Teachers should not be on trial
    • has seen teachers crying after parent conference: not okay
    • making good on what teachers have to deliver
  • Students owning failure: if it is failing to meet expectations
    • some teachers can’t communicate expectations, but students and parents still need to figure that out
    • schools need to hold teachers accountable
    • failure not always the teacher’s or the kid’s fault: can be both, or one or the other
    • parents can advocate on both sides Parents can clarify expectations

Additional Resources and Links

Credits

Host: Michael L. Bromley
Original Music by Christopher Bromley (copyright 2011, 2013)
Background snoring: by Stella
Best Dogs Ever: by Puck & Stella

WP_20131027_009a
Happy Halloween from Puck and Stella!

 

 

 

 

 

Here for Puck & Stella slideshow

The A+ Club from School4Schools.com LLC, based in Arlington, VA, is dedicated to helping students across the U.S.A. meet their goals and find the academic success the want and deserve. Contact us here or call now  to (703) 271-5334 to see how we can help.

Procrastinators unite!

Nah, we’ll get around to it later.

“Hi, my name is Michael, and I’m a procrastinator…”

In our inaugural podcast, Gabriela Bromley, a neuroscience major at Simmons College, introduced to our listeners the relationship between procrastination and anxiety. I’m amazed by the insight – so simple, so obvious, but one that I had never considered before.

I asked a guidance counselor friend of mine about it. This professional’s ability to relate to and understand kids is extraordinary. “Wow,” she told me, “I’ll have to include that in my next student questionnaire.” Me, too.

Rational Choice Theory

When teaching, I always talked to kids about procrastination. I viewed it as an entirely rational choice and its opposite, getting things done right away, as, well, a bit freaky. Think about all the moral tales and quotes on it, starting with Thomas Jefferson’s, “Never put off till tomorrow what you can do today” or Aesop’s “The Grasshopper and the Ants” fable. If procrastination weren’t so normal, society wouldn’t lecture us about it so much.

Thankfully, Mark Twain comes in on our side: “Never put off until tomorrow what you can do the day after tomorrow.” Yep, there’s always another tomorrow, or so we hope. Yet even Twain gets serious and gives actual advice on how to beat the impulse to delay:

The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.

It’s tough advice, no matter who it comes from, because just grasping the nature of some tasks sure can be “overwhelming.” And if we could just do that first step, wouldn’t we be doing the rest already? How are we going to start that first thing if the entire thing is scary, or if we are unsure and intimidated by it? Even more readily than putting off what we know we must do, we put off what we don’t understand how to do. Thank you, Gaby, for pointing this out!

Teachers: how many of your procrastinators just don’t know what to do? How many late papers or projects are late because the student was unsure and insecure about it, and not because they’re lazy or disengaged? Have you prepared your students for it? Have you identified their needs and concerns? It’s not so simple as “get it in on time,” anymore, is it?

Warriors

It begs the question, however, that if we are anxious and unsure, how come we finally get to it at the hard deadline?

“If it weren’t for the last minute, I wouldn’t get anything done”- Anonymous

The reason that procrastinators posses infinite ability to focus and work long hours just before a deadline is because the task wasn’t clear to them until then. It was the deadline that forced the concentration and the courage that went missing before. We procrastinators need to build early that anxious deadline feeling, that scent of battle that finally pushes us to get it done at the last minute — only at the first minute, instead.

But this is, as they say,

Easier said than done.

“How soon ‘not now’ becomes ‘never.'” – Martin Luther King, Jr.

That and the Golden Rule, easier said than done. So what can we do about it? A couple thoughts, first, following Gabriela’s ideas about procrastination and anxiety, and the other following our core strategy of articulation at the A+ Club:

1. “Am I putting it off because I’m afraid of it?

From now on I will use Gaby’s dictum as the first question. Am I afraid? Or is it because I don’t know what to do? It’s so much easier to say “I can’t” than to get help. Again, a rational choice. But, we want to resolve this procrastination thing, not excuse it. So, instead:

2. Articulate: say it, track it, and get it done.

At the A+ Club , our view on overcoming procrastination and delay is to think about it, say it, and remind.  The more you speak it the closer you are to getting it done. We call it “Articulation.” Say it, track it, and get it done.

Student procrastination is not about laziness. Not even procrastinators put off the things they enjoy. When students are inspired and engaged, they eagerly jump on the assignment and meet all the deadlines. Sure, procrastination is a matter of priorities — get off the phone, turn off the Xbox, and so on, but we prioritize what we best understand and believe in.

Maybe it’s time for us all to put off taking an honest look at procrastination.

– Michael

The A+ Club from School4Schools.com LLC, based in Arlington, VA, is dedicated to helping students across the U.S.A. meet their goals and find the academic success the want and deserve. Contact us here or call now  to (703) 271-5334 to see how we can help.

The Learning Process

Or, where do grades come from?

Learning-Process_flow-chart4_noheader2
Where do grades come from? Click here to view my Learning Process flow chart. Grades and learning are not necessarily related… Ideally they are, but what, really, do grades measure?

Have you ever considered what, exactly, do grades measure?

They measure something, but can they really measure everything? And of what they do measure, is it fair, is it meaningful, and does it represent what we really want students to achieve?

At the A+ Club we work with students to appreciate what grades are really about. The first thing to understand is that grades do not measure, do not indicate intelligence. Nor do grades necessarily measure learning. Whatever schools have done to lead any students or parents to believe this need to just disappear. Of course students have different intelligence. But they also have different skills Good at math, bad at drawing. Good at football, bad at reading. Good at singing, good at science, too. Whatever, these are all different types of intelligences, as intelligence is purely contextual. I do wish I was a math wizard like my astrophysicist brother. Ain’t gonna happen, so I do what I can with what I’ve got. That doesn’t mean I can’t get a good grade in Physics. So how would I go about getting a good grade in Physics if I’m bad at math?

I love this c.1910 French vision of the future of education. Would that it were so easy!
I love this c.1910 French vision of the future of education. Would that it were so easy!

First some vocabulary:

  • Assessment: a measurement of something, such as a grade on an exam.
  • Grades: assessments of student performance based upon certain criteria, hopefully not arbitrary
  • Learning Expectation: what a teacher expects students to learn
  • Relevancy: the idea that something is important or meaningful
  • Prior Knowledge (PK): what you already know
  • New Knowledge (NK): new things you learn
  • Internalization: the process of turning NK into PK

Grades as measurements

If we consider that grades measure something but not everything, then we must first consider what it is that grades measure. If a teacher gives a grade for “participation,” what does that mean? Is it an impression? A concrete measurement. Or is it a measurement of a process, such as a requirement to show the steps taken to answer a math equation as opposed to just answering the equation. When teachers outline assessment expectations in advance, we call this a “rubric.” Ideally, every little grade has a clear rubric or clear understanding by students about its expectations.

Just about every student has a story about getting a zero on something because they forgot to put their name on an assignment. It was done. It was even done well, and the student learned. But the student got a zero. So, what’s the grade about? Well, putting your name on the page is part of the grade. (Some teachers throw out un-named assignments; I always keep them, as it killed me that a kid did the work but I can’t reward it because I don’t know who it is!).

The next lesson here is to follow instructions!!! Students who are impatient with process often skip the instructions and then miss out on important steps that lead to low scores. You may have had one of those teachers who puts a “trick question” into an exam just to see if the student read everything, such as “skip the next two questions for extra credit.” I get the idea and have tried it myself. Ultimately, though it is not fair, but the sentiment is true: “read me,” screams the test!

Grades reflect so much more than just learning. A few things that go into most school assessments that are so basic we don’t often think about them. But if we do, we are more cognizant of what it takes to get a good grade:

  • timeliness
  • completion
  • name
  • instructions

If you really consider it, there is far less “learning” in a grade than there is “process” and just meeting teacher expectations.

Student Success

At The A+ Club, we employ these ideas very simply:

  • are you aware of what is expected of you?
  • what learning is expected?
  • are you being graded on timeliness and completion?
  • what process is expected?

That last, process, is behind most low grades. Many kids believe they could just ace the test and get a good grade without having done any homework. Often enough they are correct in this. But hardly always, and it is always the case that students are graded on process as much as learning. The trick is for students to make it meaningful enough to bother to do it, or, better, to want to do it. The best teachers make everything meaningful to students, but that’s a rarity. Instead, kids have to take up relevancy upon themselves.

Our job at The A+ Club is to provide kids with the tools and strategies to make their work meaningful, if only to get a higher grade.

– Michael

The A+ Club from School4Schools.com LLC, based in Arlington, VA, is dedicated to helping students across the U.S.A. meet their goals and find the academic success the want and deserve. Contact us here or call now  to (703) 271-5334 to see how we can help.