As a middle school teacher part of my responsibility is to help my students learn how to learn. Even the best of them come to me in the early stages of acquiring academic study skills so much of my 7th grade Geography course is dedicated to introducing and practicing those skills. That sounds great, even noble, but as they say: the devil is in the details.
I'm being reflective because we just finished the first semester and report cards were just handed out to the students. Our AP for Curriculum tells us that 28% of our students have failing grades. Mine are about 10%. (This is not unusual on a yearly basis; the percentages will drop as the end of the year nears and student panic sets in.) My inner dialectic is a common one: am I scaffolding them up to higher level thinking or am I holding their hands too much? Am I pushing them hard enough? Am I denying them the learning experience that only failure can deliver? Those questions are wrapped up in a recent tactic I used with my students, one that is mildly controversial among students, parents and my peers.
First, a little background information that influenced my choices. Middle school students in Fl, grades 6,7 and 8, are on the credit system. Our 8th graders this year were the first class to start it in 6th grade. Students can no longer fail a class or two and advance to the next grade. Students must pass all the core classes for each grade level: Language Arts, Math, Social Studies, and Science. What happens to students who consistantly and persistantly fail middle school courses? No one is quite sure. Virtual school is a possibility. I administer a computer course in addition to my own that enables students to "recover" lost credits. Unfortunately there is only room for 12 at a time and is heavy on reading, the weakest skill for many of them. An F can be devastating and the temptation for grade inflation is ever present. They also take standardized tests in Reading and Math every year and Science in 8th grade.
My school is a fairly diverse, working class school. We're about 35% black and Hispanic and close to 40% of the students are eligible for free or reduced lunch. We are rated as an "A" school by the state of Florida for the third ear in a row. I consider it a safe school. (although I got a visit yesterday from our Dean of Discipline and the school police officer about a student who was overheard saying he wanted to "stab" me. I shrugged it off to venting)
I teach 7th grade Geography using a student "portfolio". My students collect their class work in a folder and may use it as notes during their chapter tests, about every 2-3 weeks. Researching, storing and retrieving information is, I believe, a modern life skill. I collect and grade the portfolio after every test so that all students have extended time to complete any task. I rarely give homework, 2-3 days of projects a quarter. I use the text about 20% of the time, although reading is a big part of my course. Anything they read, they read with a graphic organizer. I supplement the text with videos, web searches, hands on projects, etc. to differentiate my curriculum as much as possible. Garner's Multiple Intelligence Theory seems to be proven out in my classroom every day.
So, where's the controversy? In order to keep them on track and rescue the drowning ones I have a program called SAG (Students Accomplishing Goals)--not my invention, but like all teachers, I steal. At the end of each chapter, I give my failing students a list of alternative assignemnts, about 1-2 hours work, for which they can earn a 70 for their undone class work. About 1 in 4 take advantage and improve their grade. At the end of our second quarter the other core teachers and I organized a "SAG Day" during which all students with a C or above in all four classes had a free day of movies and games. Anyone with a D or F stayed with me and were given remedial opportunities to improve their grades--by completing assignments, retaking tests, or using alternative assignments. Through this "relearning" experience, I was able to move 10 of my students from an F to a D and another dozen from a D to a C. That's out of 130 students total.
Some teachers think I'm too easy Some students and parents think I'm "unfair" for not allowing them a free day. My view on that is that rewards actually have to be earned. My hope is to teach them some good habits, show them that work completion has it's own reward. Am I scaffolding them up or "molly-coddling" them? Am I doing them any good or harming them further? If I don't, am I holding them responsible or am I leaving them behind? Am I throwing them a life preserver or a brick?