The grading

The grading scales and ideas presented in the text were very fascinating. I really appreciate the idea that giving students a zero on an assignment is purely negative and actually detracts from the successes they have had in school. I have had several classes where a few zeros have completely obliterated my grade. This always makes me question myself and my abilities in the classroom. I have heard of teachers who give students a 50% minimum on each assignment because a 50% is still a failing grade, but it doesn't kill a students overall grade in the classroom. Other teachers I have had include the assignment, but give it a "missing" grade. This still lowers the students grade, but it means that they can still turn in the assignment and improve their grade. I believe I would prefer the second method, as this allows students to realize their grade may need improvement, but that they are still capable of getting a decent grade.

Team teaching

I love the idea of team teaching. Everything about working alongside another teacher, I feel, would offer students a better chance at understanding the subject matter. Better yet, it would be a great way of introducing newer teachers to the classroom in a way that feels natural and prepares the inexperienced teacher for the rigors of school, district, and national expectations. Too often I have heard from my professors that the first few years of teaching are all about "surviving". I feel that this type of approach does a disservice to the students. If a new teacher is meant to merely survive in the classroom, then what can the students truly learn? What will they gain from someone who is completely inexperienced with full-time teaching? Instead of the edtpa, wouldn't student teachers gain more experience and exposure teaching alongside a veteran? It is my belief that younger teachers should have a teaching partner so that the focus of the first few years of actual teaching are focused on the students instead of the teacher's survival. This would allow a smoother transition from student teaching to full-on teaching. But instead, student teachers are relegated to learning how to write lesson plans and work towards "surviving" those first few years. Because God forbid our students actually gain anything those first few years.

Common core state standards

Common core state standards have been in effect for several years now, and I'm still not entirely sure I understand them. I mean, as guidelines for what a student should know,the standards are fine. They accurately represent what a student should know. But it seems to me that the vagueness of the standards (While necessary) keeps them from possessing any real weight. An argument for a lesson or activity could be easily defended with the most basic information and research. So how do we know our students truly benefit from common core? Without stricter standards how are we to know our students gain anything? Research will tell a lot about what a student has learned, but that information will always be at the expense of the test subjects. Besides, stricter standards would mean that the teachers and students would be less able to express creativity in their lessons and projects. The truth is, their is no perfect solution for education. Until we all recognize the needs of the individual student, we will always rely on the cookie-cutter format which will never truly meet the needs of the students.

Frankly, I hope that someday a computer program can be developed which will be perfectly tailored to the needs 0f every student. Where they can sit and learn at the correct pace and in the best way suited for them. Projects like this, on much smaller scales, are already being used for supplemental work or, in some cases, actual core class credit. But someday I hope a program will be so widespread it effectually ends the need for standards in education.

Response to "Discussion in a Democratic Society

Why is it that teachers act surprised when there students do something that shouldn't be unexpected? This teacher acts with incredulity when his students begin an open debate over the rights of the parents and the rights of the school. why would this be surprising? if anything, this should be a cause for joy! I have been in classrooms before, throughout my education, in which the teacher decided what was right and what was wrong. I did poorly in those classes. The fact that these students feel comfortable enough to discuss this issue with their peers and teacher shows that he facilitates a classroom in which truly progressive learning can take place. It is my belief that democratic discussion should always be a part of any and all English classes. Defending a subject or topic can give a student much deeper appreciation for what they believe than what they find written in a textbook. This type of discussion also allows students to explore their own beliefs and experiences which can be invaluable to their critical thinking skills. This type of discussion should always be a part of student learning if we ever want students to truly think for themselves. Conversations provide students with an opportunity to learn empathy as well. Too often media (headphones, cellphones, ipads, etc.) take our students out of their surroundings and isolate their minds from any and all outside thought. Even in the classroom, most conversations are led by the teacher and the students provide very little response. When students are engaged in conversation with one another, they begin to have their ideals challenged. This can be good or bad depending on the subject and the “heatedness” of the debate. But by allowing this to take place in a classroom we, as teachers, have the ability to steer these conversations in a direction that is beneficial for all parties concerned.