As we finish our first five weeks this Spring semester, let's reflect on two ideas around our grading practices.
1. When do we give our students "U's"? What might be some ways that we can prevent our students from getting "U's" (work habits/ cooperation)? What are some successful strategies that we have used to move our students towards "S" and "E"?
2. Reflecting on our current grades, is there any disparity between Work Habits, Cooperation, and the Letter Grade we give?
I normally give "U" in work habits when students are not up to date with their AR or if they haven't completed their classwork. Once they realize that I walk the talk most of the students get their act together. I give "U" in cooperation when students are disruptive, does not follow instructions, get out of seat without permission, are not participating in group work, etc. After the resent class changes it has bee quite a challenge with the new boys in my class. It's like I had to start all over, nevertheless beforehand it was all good, I trained them using very strict structure which worked very well. However, it all fell apart during the new changes. There might be some disparity between Work Habits and and grades due the AR. However, when they get the U parents seem to get involved with their reading and most of them manage to catch up
ReplyDelete*Page 6 of our YOKA Agenda Planner has a great overview of the student report card information, which details specific grading criteria for letter grades, work habits, and cooperation.
ReplyDeleteFor Work Habits, I give students a U if I often find them off task and they fail to turn in assignments on time or at all frequently. For Cooperation, I give students a U if they consistently break classroom rules. I give them three strikes each day, and if they consistently gets three strikes, then I give them a U for Cooperation. Some ways to prevent students from getting Us is having a discussion with them about the choices they're making and eventually even involving the parents in that discussion.
ReplyDeleteIn some ways, I think the letter grade is given more importance than the work habits and cooperation grade. But at the same time, I also think that there is a correlation between all grades. A student will not usually demonstrate understanding or mastery of material if they do not do their work or cooperate accordingly.
I give a U if tardies are excessive since I believe this to be part of cooperation. If my students are tardy but excused with the little white paper, then those don't count towards the U. Work-habits I give a U if the student has an excess of missing work this includes regular homework and aleks.
ReplyDeleteI think for some students finding the balance between letter grades and work habits/cooperation can be difficult. I do have some students that meet all academic requirements and excel on assessments, but fail to meet the requirement to receive S or E's on their report cards. I have found that by incorporating a 'participation' grade into the academic grade in reinforces the code of conduct and attitude that is encouraged in the classroom, while enabling students to better meet the conduct requirements for S or E on their report cards.
ReplyDeleteMy work habits grade is based off of homework. I typically have a scale that is 80 - 100 = E, 60 - 79 = S, 40 - 59 = U. My Cooperation grade is based of whether or not they have had their name put in the "U" section of the board. Names are put in this box when they do not follow directions, misbehave, or are off-task. This helps me to stay objective and somewhat equal when I assign the grades every 5 weeks.
ReplyDeleteI give students their work habits grade based on their homework percents. If the students scores between 100-80% E, 79-60% S, 59% or lower is U. For cooperation, I give students U's depending on their attendance, behavior in my classroom, and how well they participate in class with each other and the teachers. Sometimes it happens were a student will be getting a high grade but a low work habits score. This may be from high performance in tests and classroom activities but not completing their homework or aleks.
ReplyDeleteI write my policy for 'u's in my syllabus. 5 missing assignments is a u in work habits and 5 tardies is a u in cooperation. I also factor in things like talking, out of seat, and attitude in determining cooperation grades.
ReplyDelete1. I give out U's in work habits for students who have more than 3 missing assignments, and in cooperation for students with whom I've had several one-on-one's about behavior. Successful strategies in moving students up in these marks is to have consistent one on one's and build positive relationships.
ReplyDeleteBy the second semester students should fully understand the expectations and the types of behaviors that will earn them U's in science class. Since the goal is for students to take responsibility for both their behavior and academics, staying consistent with consequences helps students see that connection. The choices students make in class determine whether they earn U's or not. Generally the behaviors that earn students U's are talking, being out of their seat, not paying attention, messing around/ bugging others, eating, chewing gum, or inappropriate language.
ReplyDeleteFor work habits- i use their Homework percentage and their class notebook grade. ( the thinking behind this is that if they do their work at home and in class.. they have good work habits)
ReplyDeleteFor cooperation- their grade is determined on how cooperative they are in class ( i mark it in my seating chart if they talk after being asked to focus). if there are a lot of marks it will result in a "u" . also if they are breaking school rules ( like chewing gum.. i mark that down too).
I outline the various ways students can receive Us in the syllabus. Specifically three tardies, failure to turn in their notebook during notebook check days, receiving a D/F, breaking class rules three times, etc. When I am clear, consistent and transparent with the rationale and rules, as well as enforcing them, they are more likely to follow.
ReplyDeleteFerrel
My U's in work habits go towards student turning in assignments, homework, but mainly their completion on ALEKS. My cooperation is based on behavior, effort and again with a stress on tardiness. Some disparities I see is when I give a student a AUS which reflects the student does not complete their ALEKS assignments.
ReplyDeleteIf students does not show any effort to complete class assignments I gave them a U for work-habits. If student repeatedly ignore classroom norms for behavior they get a U for cooperation.
ReplyDeleteSome of the ways that I give students to remove 'U's is to have two straight days of following instructions which empowers students to hold their cooperation grades in their respective hands. If they have had consistent bad behavior which leads to 'U's, they can change it. I don't think there is much of a disparity between grades and cooperation grades; they seem to go hand and hand.
ReplyDeleteThe only reason I give U's for either work habits or cooperation are if I have met with students and have agreed on scaffolds and agendas to get student work in or change behavior and the students do not follow through with their responsibilities. Some ways that I try to prevent students from getting Us is constant communication with student parents and other teachers. By keeping multiple parties involved, the students have more support and intrinsic motivation to improve. Typically their is a direct correlation with improvement from Us to Ss and improvements with letter grades with my students.
ReplyDeleteStudents with Us are less likely to culminate and graduate from HS. How can we reward students for their improvement in Work Habits? What does this look like-are students with U paired with successful students? What does E/S Cooperation look like? Are compliant, quiet and obedient students awarded? How is this balanced with encouraging engagement that asks for speaking and listening? As we do our 5 week report cards can we reflect on whether we calibrate and connect actual Academic Grades with Cooperation and Work Habits? It is important to share best practices with teachers who rarely use Us and individuals that may use Us more freely. How do Us impact growth mindset and social emotional learning? How do we use Advisory class to nurture and cultivate cooperation and behavior skill sets that earn students a S and E?
ReplyDeleteThe most common reasons that students receive a "U" are for being tardy, not dressing for PE, not doing HW, and not behaving/playing fair.
ReplyDeleteOne way to avoid getting a "U" is to remind students to stay on task. If this does not work, parent involvement might be necessary.
A student will receive a "U" in work-habits if s/he is constantly off task, not completing assigned classwork or homework. For cooperation, I just implemented Mrs. Gamez warning and "U" for the day policy. Before a student receives a "U" for cooperation I have given multiple warnings, met with student and parent, met with counselors. There is correlation between students that are receiving a "U" and are not receiving a passing letter grade in my class.
ReplyDeleteA "U" is usually given based on a perpetual pattern, rather than a set number of instances. If students are showing improvement in breaking these patterns of consistent delinquent assignments or instances of misbehavior, then I often change a "U" to an "S". In other words, a "U" is given based on a cumulative nature of events, rather than singular instances.
ReplyDeleteIn my class students receive a "U" in work habits if they consistently do little work during class and do not participate in group work. In my class I do a lot of group activities and work with Shoulder Partners, so if students are not cooperating with their group members and not doing their share of the work then they get a "U". Students get a "U" in cooperation if they consistently break classroom rules such as talking during class, profanity, getting out of their sit, distracting their peers and disrespecting me and their peers. I give many warnings to students and meet with them one on one. If students continue to break classroom rules then they get a "U".
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