Grades are a complex mix of a student’s performance meeting the teacher’s grading standards, managing assignments so they’re completed & returned to the teacher on time, AS WELL AS actually learning the concepts in class. Too often, the last part–the learning & understanding–is the only part that consumes students’, teachers’ and parents’ efforts, when a grade isn’t what’s expected. Tutors are called. Meetings with the teacher, parent and student are scheduled. Parents start monitoring homework assignments.
Before these efforts are triggered, a bigger picture perspective may be needed. Asking questions, like when did the grade start to not meet expectations? What were the circumstances? What is the relationship between the teacher and student? Does the teacher present information in the way a student naturally learns? A more objective, 30,000 feet view can better assess where more (if any) effort is needed.
As the new school year is dawning, and summer assignments (which are the first impression a new teacher will have of a student) are being completed, take a few moments to reflect on the last school year’s academic performance and expectations of the new school year. Then, no matter the teacher or subject matter, a student will be able to perform as expected.
Photo from The Atlanta Journal-Constitution
Jill Yoshikawa, Ed M, is a University of California and Harvard trained educator and Partner at Creative Marbles Consultancy. You can contact Jill at firstname.lastname@example.org or, read her short biography.