[etni] Fw: more on Dr. Sela's post

From: "Ask_Etni" <ask@xxxxxxxx>
To: "ETNI" <etni@xxxxxxxxxxxxx>
Date: Mon, 25 Jan 2010 06:28:59 +0200
----- Original Message ----- 
From: sbshai - sbshai@xxxxxxxxxxxxx
Subject: more on Dr. Sela's post


 Hello Dr. Sela,
I can sympathize with your position, but your message does not address the 
core issue: The question is not merely theoretical (i.e., should we have the 
yearly grade?), but rather practical -- how can we succeed in convincing 
students, parents and administrators that this mark is more than a 'magen'?

Surely, no one will argue that deserving students who are weak test takers 
for whatever reason should receive the benefit of the doubt and/or a 
well-earned bonus for their hard work.  But we all know that it's usually 
the least deserving (or perhaps I should say non-deserving) students who 
give us the hardest time about the tziun shnati.

Additionally, many teachers report that their principals "strongly urge" 
them to increase the grades if the class average is not respectable enough 
in their view.  (I'll omit the unpleasantness of dealing with irate parents, 
which too many teachers face on a regular basis.)

Those of us who labor over devising an equitable system for deciding upon 
these grades often find the whole process to be a waste a time or worse --  
it can be downright demeaning!

You mention the problem of a student who does not show his true worth on an 
exam; he can't handle the pressure or whatever.
Here's another problem to consider: there are teachers who are incapable of 
coping with the bargaining involved in determining the yearly grades fairly. 
They entered the profession because they enjoy teaching and interacting with 
their students, and they accomplish these goals admirably.  But their 
Achilles heel is a lack of talent for haggling.  So the question is how to 
help such teachers with their "disability".

I propose that  just as we try to help students with various disabilities, 
so we should try to assist our colleagues.  Whenever a student, especially a 
non-worker, comes to argue about his grade, there should be a committee of 
teachers to decide on the validity of his complaint.  This way the onus of 
that student's fate does not rest solely on his teacher's shoulders. 
Perhaps she really is being a bit too harsh in his case.  After all, a whole 
year of cajoling this fellow to produce some work can wear down her 
objectivity!

 What this whole issue really boils down to is how we can overcome this 
hurdle.  It seems to me that a suggestion like the one made above is viable, 
and I'd be interested in hearing my colleagues' valued opinions.

Shavua tov,
Batya


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[etni] Fw: more on Dr. Sela's post

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