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I am not talking about one particular student, but rather about your generalized pedagogy that doing the work is a better indicator (or the only indicator) of passworthiness than a demonstrated grasp of the material.
It is not unusual for a student with extenuating circumstances to be passed on the sole basis of a final exam.
And, yes, a student who gets a passing grade on normed examinations in Algebra is ready for Algebra II, even if he never hands in a single homework assignment. Solving the problems on the final exam is sufficient to demonstrate a grasp, even with zero "work done" on a day-to-day basis. A passing grade in Algebra means he can solve the problems in Algebra, not that he is willing to obey authoritarian commands, or work according to an arbitrary schedule, or participate in the Algebra Club car wash.
Never ever never did I say this...
so all students just need to show up and pass the final to advance?
I may have missed something here, but it seems to me the most valuable component for this student is a clearly delineated behavioral support plan. It's the behavioral issues that need to be succinctly addressed. I would think a targeted intervention team meeting is in order with all key players present.
"your generalized pedagogy that doing the work is a better indicator (or the only indicator) of passworthiness than a demonstrated grasp of the material."
Never ever never did I say this..
?
What else could this mean?
Quote:
Originally Posted by zthatzmanz28
how can I do this and not completely SKEW the reality that the student has NOT done enough work to even warrant a PASSING grade...
I have been TOLD that my student will be given grades based on what I THINK he knows, NOT on actual work samples.
Now I know this is CRAZY, but how can I do this and not completely SKEW the reality that the student has NOT done enough work to even warrant a PASSING grade...
It's a right to be poor state, aka right to work and unions are not a thought. The entire system is still on the Good Ole Boys network where old family names rule, and the law is inconsequential.
The student is NOT from an influential family, but the administration is...
I'm guessing the student in question in an athlete?
I may have missed something here, but it seems to me the most valuable component for this student is a clearly delineated behavioral support plan. It's the behavioral issues that need to be succinctly addressed. I would think a targeted intervention team meeting is in order with all key players present.
This is what I was going to say. He may be a bright person, but he needs support to learn to live in a society where things must be "done", tasks accomplished to get by. Even if it's not in a work environment. He will live in a house but thinks it's dumb to clean or do dishes or whatver, and will not be an acceptable housemate for his family or roomates, he'll never be able to hold down a job.
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