Interestingly, I recently received a link to an article called "The 'F' Learning Tool: Failure." This particular article addresses the values of learning through failure - not always having the right answer or not always doing well at something. The article made me think, of course, of my students and our ICU program, where zeroes and failing are viewed in a different light.
ICU still allows for those day-to-day shortcomings - forgetting to do homework, not doing well on an assignment or quiz, having to stay for Power Hour if work piles up. However, if there are gaps in a students' learning, teachers have to address them, and that's where a "redo" or "retake" might come in. Personally, I've been challenged by the idea of ICU and the fact that deadlines often become extremely - well - flexible. And yet, as a teacher of reading and writing, I understand that not all kids read and write at the same level. How can I expect them to work at one pace? Also, I'd much rather have a student complete an assignment with quality - showing me what he or she has learned - than say, "Sorry, you missed the deadline. Tough luck. Maybe you'll learn next time." In all my years of teaching, the "maybe you'll learn next time" does not work effectively with many kids. Some see the missed deadline as "guess I never have to do homework if I never meet the teacher's deadline."
Students and I will be working hard this year to establish guidelines and goals, which may include flexible deadlines. However, we'll also be assessing our goals to determine what we can accomplish according to individual students' skill levels. (Do not mistake skill level with motivation ... there is still the expectation that kids use work time wisely and efficiently.) One thing I must say, though: meeting every student's need is a huge challenge, and there will be ups and downs along the way. With your help (checking kids' planners or the homework pages; encouraging kids to read at home; asking about their writing and offering feedback; reading with your kids), we will move our kids in the right direction.
ICU still allows for those day-to-day shortcomings - forgetting to do homework, not doing well on an assignment or quiz, having to stay for Power Hour if work piles up. However, if there are gaps in a students' learning, teachers have to address them, and that's where a "redo" or "retake" might come in. Personally, I've been challenged by the idea of ICU and the fact that deadlines often become extremely - well - flexible. And yet, as a teacher of reading and writing, I understand that not all kids read and write at the same level. How can I expect them to work at one pace? Also, I'd much rather have a student complete an assignment with quality - showing me what he or she has learned - than say, "Sorry, you missed the deadline. Tough luck. Maybe you'll learn next time." In all my years of teaching, the "maybe you'll learn next time" does not work effectively with many kids. Some see the missed deadline as "guess I never have to do homework if I never meet the teacher's deadline."
Students and I will be working hard this year to establish guidelines and goals, which may include flexible deadlines. However, we'll also be assessing our goals to determine what we can accomplish according to individual students' skill levels. (Do not mistake skill level with motivation ... there is still the expectation that kids use work time wisely and efficiently.) One thing I must say, though: meeting every student's need is a huge challenge, and there will be ups and downs along the way. With your help (checking kids' planners or the homework pages; encouraging kids to read at home; asking about their writing and offering feedback; reading with your kids), we will move our kids in the right direction.