I have learned and taken away a lot of information from the reading that I have done. One major change (that hasn't been very easy for me) that I have made in the classroom is to NOT grade everything that the students complete. Formative assessments are done daily in my classes. Prior to reading this text and others, I found myself correcting and putting a grade on everything done in class. Not only have I now stopped grading all assessments, but I have also taken a closer look at how I give feedback to the students. Rather than making corrections for them, I will mark the area of concern and have the kids find and fix their own mistakes. I try to give written and oral feedback to the students by writing comments on their work and also by talking with them. On formative assessments, I have been watching more closely for progression towards proficiency before putting a grade on an assessment. I still do grade formative assessments, but wait until the students are comfortable with the area of study. For example, I will introduce them to a skill and visit with them to see if there is any prior knowledge on the area of study--this gives me an idea of where to begin. We continue practicing (formative assessments not being graded) until I see enough progress with the students and each one lets me know that they are comfortable enough to start actually putting a grade on their work. As they practice, I try to be clear and concise on feedback and have them be sure to let me know of any issues. I typically grade two to three formative assessments prior to giving a quiz or test.
With these changes in my teaching, I feel that the kids are learning more due to continuing improvements in their performances. I see progression at all levels of learning even with students who may struggle academically. Lastly, I have learned that communication is key. My students have become more comfortable knowing that they can openly address concerns in class. I ask them to tell me if they need me to move at a slower pace or spend more time on a specific lesson. Some have also asked if I could use a different approach on how I am teaching them. If some students grasp the concept more easily than others, I will have them work with those who need extra help. These students may explain the lesson in a manner that enables the others to see the material from a different perspective.
After being involved in the book studies, I feel that I have been paying more attention to how I teach and how the kids learn and also to what works and what doesn't work. I have a more open line of communication with my students who have, in turn, made me more focused on them.
