Audio Transcript Auto-generated
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Hi, I'm Jenna, and I'm gonna be talking about Chapter
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15 grades and motivation.
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So today we're going to talk about the effects of
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grading students, the value of failing retention and grades, grades
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and motivation and teachers communicating with families.
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So a lot of time when we think of grades,
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we think of competition.
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I know personally.
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A lot of the time I'm more focused on getting
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a specific letter grade, whether that be in the class
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or just on a test than actually learning the information
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being covered.
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Students who are normally anxious or lack self confidence may
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struggle with highly competitive classrooms.
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Although how Sooners tend to relate to increase academic learning,
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it is clear that teachers need to create a balance
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between high standards and a chance to succeed in their
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class. So what is the value to failing?
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Some level of failure can be helpful to students if
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teachers help them see the connection between hard work and
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improvement. Students who believe minimal effort can lead to excellence
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perceive that high grades are just an entitlement for them.
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There may not be a value to failing students, but
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critical feedback is key to students who are used to
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receiving easy ace.
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So what about the effect of failing?
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An entire grade is being held back a grade beneficial?
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Is retention a good policy?
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This has been an issue, and there are two different
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sides to it.
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Some people believe that, yes, it makes sense for students
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to be held back.
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Retention in kindergarten is considered not ready for first grade,
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which actually tends to be a common practice.
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What the increased emphasis on high standards retention is seen
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as the better way.
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A common argument is that when low achieving students air
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held back a grade, they may tend to study harder
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to avoid this punishment in the future.
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Another common argument is that it will benefit those promoted
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and those who are retained, which would boost academic achievement.
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Overall, the people who are most likely to be retained
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are males, members of minority groups, people living in poverty,
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poverty and younger Children.
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So now we'll look a TTE the other side of
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retention and grades that says no retention is not effective,
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even though that their studies that support holding Children back
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there has been almost a century of researching, indicating that
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retention isn't helpful and can be harmful to students.
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Studies have found that retention is associated with poor long
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term outcomes, some being dropping out of school, eventually low
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self esteem, fewer job opportunities in the future and higher
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arrest rates.
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Research also has found no evidence that retention from kindergarten
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improved the students reading or mathematica achievement.
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So what can teachers dio no matter what?
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If students are having trouble, they should be getting help.
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Whether they're promoted or retained.
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Covering the same material again in the same way won't
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help. So the best approach may be to promote the
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child along with their peers, but to give them special
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help over the summer into the next year to help
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them improve.
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Also, preventing problems before they occur by providing resource is
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in the early years.
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So beyond grading, communicating with families, students, families and teachers
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often become too consumed with the endpoint or the great.
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Communicating with family should involve more than just sending him
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a letter.
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Great teachers should add notes, phone calls, school open houses,
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student led conferences, home visits, et cetera and class Web
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pages. Conferences are often expected of teachers in elementary school,
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but are just as important as important at the middle
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or high school level.
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The listening and problem solving skills we discussed in Chapter
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13 can be important when dealing with families who are
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upset and angry.
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And as a teacher, you need to make sure you
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really hear their concerns and not just their words.
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As a teacher, The assessments you give your students should
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support their motivation to learn not just their motivation to
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work for a good Great.
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If you test on Lee at a simple but detail
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level of knowledge, you could force a student to choose
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between complex learning and a good, great if a great
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reflects a meaningful learning.
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And learning is supported by the assessments.
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Giving with useful feedback, working for a great and working
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to learn become the same thing.
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Low grades usually don't encourage greater efforts.
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For example, if you get a low grade, you normally
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don't wanna work harder to get a better one.
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Students receiving low grades are more likely to find someone
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else to blame or just give up getting well.
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Grades The beginning of the semester may lead to a
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downward spiral for the rest of the semester, so basically
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if a student gets low grades, which this can lead
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to less engagement in school, which leads to even lower
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grades, which then leads to even less engagement in school,
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which is basically a never ending cycle.
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So how can you help as a teacher rather than
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giving a failing grade?
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Maybe consider the work that they gave you that needs
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help or give your students input and support and revising
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the work to earn a better grade.
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It is important to maintain the high standards and give
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students a chance to reach them.
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Quality feedback to formative assessments is key.
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More effects on motivation is the race for valedictorian.
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Sometimes students and families find ways to get ahead of
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the competition.
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Most likely, these strategies aren't actually helping learn the information.
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Some schools named multiple valedictorians as many that meet the
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high standards of the school.
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They believe the educators job is to develop talent.
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So thank you for listening, and these are my sources