When the article talks about the “P” word, I can relate. I have found that many parents, who don’t understand methodology in the learning process/the classroom, feel the need to see and have something tangibleby way of grades; they need to see their students doing homework and getting the (letter) grade to feel like they’re learning. As trained professionals, it’s frustrating that our credentials don’t seem worthy of trust. I think rather than “getting over it” and blowing parents off (in hopes that they’ll realize it’s okay eventually) it’s important to create a healthy balance between parent expectations and what we know our students need; to do this, communication is key. Communication before, during (showing growth and benefits, formal and informal), and after (evidence of improvement). I think that communication can help parents feel confident that we, as their child’s teacher, have a plan; it provides opportunity for educators to share their objectives for learning in their classroom.
I think it’s important to allow reading-for-enjoyment time in the classroom. I have been a reader since I can remember; I am always reading at least one book at all times. I truly believe that one reason I love to read is because I observed that in my mother growing up. Reading was a natural part of our household, there were no degrees hanging on the walls and we were very poor but we managed to haul ourselves to the used bookstore every couple of weeks and barter book for book. I do think that modeling a love of reading and providing time for kids to develop that is a crucial part in teaching reading. With that being said, I can also feel frustrated at times that I need to do that while still creating situations that I can assess and assign a grade. I know my students, I know what they are interested in, their abilities, their struggles, but, I struggle with communicating that in the form we’re expected to for documenting and grading purposes.
I think it’s important to allow reading-for-enjoyment time in the classroom. I have been a reader since I can remember; I am always reading at least one book at all times. I truly believe that one reason I love to read is because I observed that in my mother growing up. Reading was a natural part of our household, there were no degrees hanging on the walls and we were very poor but we managed to haul ourselves to the used bookstore every couple of weeks and barter book for book. I do think that modeling a love of reading and providing time for kids to develop that is a crucial part in teaching reading. With that being said, I can also feel frustrated at times that I need to do that while still creating situations that I can assess and assign a grade. I know my students, I know what they are interested in, their abilities, their struggles, but, I struggle with communicating that in the form we’re expected to for documenting and grading purposes.
