Copperwheat—College Concepts in English
My philosophy of education and grading
The art of teaching is the art of assisting discovery. My objectives as a facilitator of learning are to have a student focused program and to teach students to be lifelong learners. Each student is an individual, and teachers must be aware of learning differences and utilize differentiated instruction to accommodate those differences. I believe students need an environment that allows opportunities for growth, self-reflection, and positive reinforcement of learning. Students need to be active in the learning process, and by using a variety of instructional strategies they can be. Improvement of reading and writing are two of my primary goals for every student. “The more students write-for different purposes, to different audiences, at all grade levels, and across the curriculum-the more confident, legitimate, and powerful become their voices” (Fulwiler 36). I am constantly changing and implementing new ideas, and by doing so I am more likely to engage students in my class and reinforce responsibility. Teachers are co-learners, and “learning is a never-ending process” (Schiller, Gere & Rosaen 43-44).
The following list/description details specific types of student assessments that are represented in each of the marking period grades for College Concepts in English:
The English Department 7-12 follows the Common Core Learning Standards. Grades are comprised of listening, reading, and writing skills as well as oral performances and dramatic performances based on assessments, cooperative group work and a variety of reflective essays. Some short answer questions, journals, projects, homework, effective communicator writing, discussions, oral presentations, and class participation are also required. Teachers are encouraged to offer summative as well as formative opportunities for students. The approach is truly one of differentiation depending on the timing and type of assessments within a marking period.
Marking period grades are calculated using the following weightings for each of the specific types of assessments. I have also included the mathematical formula that I use in grade calculations.
I grade on a point system for every marking period. Therefore, assignments are not weighted. Assignments include tests, quizzes, homework, projects, journals, presentations, reading of required texts, and reflective essays. Each marking period there a forty point grade for participation (this constitutes less than 10% of the total grade). Participation includes academic conduct, attitude/effort, language, preparedness, and being on task/engagement. A typical marking period has 700-900 points.
Points Available = Average