Ethical Dilemmas in Accommodating Students

Today, we got pretty deep into a very perplexing and complicated dilemma of public schooling teaching: How far and to what degree do you accommodate the needs, behaviors and preferences of your students? 

I left class totally excited about that conversation and the degree of depth we achieved in it.

On the one hand, we can say something like: Rules are rules. No excuses, no exceptions. If the rules, criteria and expectations are clear and transparent from the start, then the facts are what they are. A democratic society depends upon a set of predictable and consistently enforced rules and procedures in order to ensure that fairness reigns and justice prevails.

On the other hand, we can say: Context matter. Not everyone starts the race from the same place. So it’s not so much about where each individual starts as where we collectively end up. Equality of opportunity means nothing absent equality of resources and means. A democratic society depends upon sharing resources in order to ensure that opportunity is truly equalized.

And so it goes . . . 

Here are some dilemmas.

• Do we accommodate a student who is tardy to our class because she overslept, due to being up late studying?
• Do we accommodate a student who requests to re-take an exam because he was feeling ill on the day of the test?
• Do we accommodate a student whose parents request she be excused from watching Schindler’s List because the family believes that the movie overstates the extent and depth of the Holocaust’s brutality?

In the above examples, I’ve tried to point out the range of accommodation requests that come at us as teachers.  I want you to see that they are all, more or less, ethical dilemmas.

I also tried to write dilemmas that would push me, as a teacher, in different directions. I would probably not accommodate the first, I probably would accommodate the second, and I would have a very hard time accommodating the third--though, if pushed, I would probably view it as an exercise in free speech that I would be hesitant to deny.

My point? I am not “all for” or “all against” accommodation. It really does depends.

But what does it depend on?

I have two pieces of advice here. 

First, know what matters to you. Pick your battles. Things like talking while I was talking, putting your head down in class, or coming in tardy--these were all things that felt disrespectful to me and made the classroom chaotic or uninviting for other learners. I had a very low tolerance for any of these behaviors and was pretty inflexible with them all. 

But, when it came to student work, I felt differently. If I was going to take the time to grade it, I wanted it to be good. Since I couldn’t get to all my student’s work in one or two days, what difference would it make if it came in one or two days late? As long as students took initiative to request an extension, I was usually ok giving it.

This leads me to a second piece of advice. Last week I linked to an article about reliability in grading that mentioned the work of  Douglas Reeves. I think last week’s article made some important points. 

Increasingly, it appears, grades will come to be tied to specific standards. This is already how a lot of elementary schools work, and I think middle schools and high schools might head in that direction as well. Doing so gives us a lot more helpful and accurate information than a single grade that represents a mixture of ability, achievement, effort, attendance and compliance.

When I give a student two extra days to do their best work, am I increasingly or decreasing the reliability of grades as indicators of student learning? When I give a zero for not doing their homework, am I increasing or decreasing the reliability of grades as indicators of student learning?

I’ll return to my sunny optimism and assert that each child is gifted to enrich the world in ways we can only begin to imagine. As teachers, I think we want to act in ways that bring out these gifts, rather than stifling them.

Perhaps, when viewed in this light, the question of accommodation becomes not so hard after all . . .

 

Finding the Special through Assessment

Thank you for a great class on Friday! I am pleased with the level of engagement and collegiality in our class!!

As I have told some of you, I have an interest in European education. I taught for several years in Hungary and I have done research in French classrooms. As we talked about assessment and students with IEPs, it recalled for me some of the things I observed in those classrooms.

We are very used to think about mastery as 90% in the US. Indeed, for us, there is hardly another way to think about what “mastery”--or what an “A”--represents.

It might therefore interest you to know that in France, 14/20 is a very high--even an exceptional--grade (everything is always worth 20 points in France--don’t ask me why). 

I have heard stories about US teachers who spend time teaching in France and are shocked to receive parental complaints about them being “too easy graders.” Americans, it seems, are all too willing to give out unheard of scores, such as 18’s, to their students.

My point? Grading is often a somewhat subjective enterprise.

Now, there are test writers who use very sophisticated procedures as they work. Think about the IQ test. Most of the population will score 100. That is going to be the most common score. It represents “average intelligence.” Scores will naturally cluster around that number, with increasingly fewer scores as you move further away (up or down) away from 100. This is the idea of the normally-distributed bell curve.

In such a test, 100 means something fairly objective. 

But in most assessments that we as teachers write, there is nowhere near this level of certainty. I can write an assessment on which the most able student will receive 50/100. Does that mean this student failed? Does it mean the test was too hard? Or does it mean that that 50/100 represents “mastery” for that content on that particular exam?

When I think about assessment, I think about it as an opportunity for students to show me what they can do. My goal as a teacher is to find assessments that best allow me to see what each student can do. To accommodate my tests to their unique skills, interest, and knowledge.

Literally, as a teacher, I want to “catch” students acting smart. That’s how I think about my job.

It’s a different mindset, but one I would ask you to consider. 

Is our job to rank and sort our students, or is it to empower them to do increasingly well on a range of diverse, real-world tasks?

I put a lot of stock on informal, diagnostic assessment. It’s a way of thinking about universal screening. That I am constantly documenting the circumstances under which different students can excel. That I use that knowledge to not only structure up my curricular and instructional decisions, but that I also use it to make decisions about assessment and grading.

I love being that teacher who can uncover hidden potential in my students. That teacher who can legitimately point to outstanding work from a student who may be doing poorly in other classes. Please think about this perspective as you undertake your case studies.

You will be sending me your Case Study Proposals this weekend and I will be responding to them as quickly as possible. By next Friday, January 30, you will need to have done some work toward the next step of the project, the Analysis and Interpretation stage. 

For class next week, I know it says you should bring a paper copy of your Analysis and Interpretation. That is not necessary. Rather, in whatever form--paper, notes on your computer, jottings on the back of a napkin--I would you to bring the ideas you have started to form about your case. Read at least one article that helps illuminate something about your student (use the course library, prior MSU readings, or materials you find on an Internet search), analyze all assessment data you have about this student, and reflect on the functional meaning of the student’s behavior in your class (what is gained by acting this way?). 

These are the next things I want you to send, via email, by Saturday evening, January 31. 

Have a great week!

Having a Growth Mindset

Thank you for the warm welcome you gave me last Friday. I really enjoyed our discussion. I hope you did too.

One of the takeaways from class for me was the importance of maintaining a growth mindset over the course of not only your internship year, but your career. Indeed, of your life. 

Certainly, there are going to be days where we are just happy to survive. Just finishing seems like a victory. As Roseanne Barr once said, “I feel that if the kids are still alive when my husband gets home from work, then hey, I've done my job.” We might sometimes feel the same way as teachers.

But we have to do more than survive. Or to put it more clearly, we must both survive and grow each day of our lives. This is especially so as teachers.

Certainly, in the job interview situation, one question we will receive will key in on this issue. The question will want to know how we came to improve in some area of our practice. 

I suggested that the ideal way to answer this question is  by framing it in positive terms. Something you have come to see as both as an area for growth and as something have gotten very good at. I think framing it this ways helps show that you live within a growth mindset.

If you talk about something you were not good at and were forced, through a situation, to deal with, then it perhaps suggests to me that you are not seeing that the maintenance of growth is the central calling of the profession. 

Having a growth mindset means you are pro-active, it means that you are constantly looking for ways to get better. It means that you are not just passively reacting to what is happening to you, but that you are taking responsibility for shaping your classroom into the most inspiring learning community it can be. 

Answering questions in a positive way demonstrates that you take it as a given that getting better is simply part of the job. That you expect yourself and your students to get better each day. That you don’t need someone watching over you in order for you to be a fellow journeyer on the path toward excellence.

One of the central goals of TE 801 and TE 803 is to help you develop such a growth mindset. We want you to see that you have some control over most situations that take place in your classroom. That though the laws of social interdependence, you are a part of every student behavior. That your own growth as a teacher can also create optimal growth opportunities for your students.

Your central assignment for this semester is the Case Study project. In it,  you have the opportunity to document for yourself and your future colleagues what a growth mindset looks like in your own life. You will have the opportunity to demonstrate the resourcefulness you can bring to helping others in their own educational journeys.

As you think about the student whom  you might want to focus on this semester, consider a wide range of possibilities. There are many ways to think about this. Here are some questions you might ask yourself, just to see if the answers surprise you or help clarify anything. What students are the last that tend to come to your mind when you think of a class? What students seem most open to your influence and assistance as a teacher? Which students are most like you when you were in high school--and which are the most different? 

Remember that you will email me the proposed subject of your Case Study by Saturday, January 24. In about a page of text, you will “frame the case” by telling me about the student, your relationship to the student, what you hope to learn by studying this student, and why this is important to you. I hope you will involve both your field instructor and your mentor teacher in this discussion.

Please let me know if you have any questions! Have a great week!

Kyle

Welcome to TE 803!

Welcome to the home stretch of your teaching internship!  As I say in the TE 803 syllabus, I look forward to walking with you on your journey towards becoming a teacher. I hope we can explore ideas both old and new together, and bring life to them through our practice.

This is the first time I have taught this particular course. I am in my eighth year as an associate professor at MSU. I love living in East Lansing, especially basketball games at the Breslin. I bike to campus each day. The weather here is actually quite nice when compared to where I grew up! In short, I like this place a lot.

I grew up in central Minnesota (Brainerd, for those who have seen Fargo). I went to the University of Chicago, where I was a philosophy major. After that, I taught English for two years in eastern Hungary (see my school here). Subsequently, I taught in northern Minnesota at Indus High School for four years (secondary social studies, k-12 gifted talented, philosophy and cinema courses). I received my PhD in education from the University of Minnesota in 2007.

I am the proud father of three children, Gus (seven years old), Teddy (five years old), and Mary Rose (15 months). My wife, Molly, is an assistant prosecutor for Ingham County. At a time where many people continue to struggle to get by, I feel very fortunate.

This blog is part of my TE 803 course (Professional Roles and Teaching Practice), but all are welcome to read and comment. For more information on my work as a researcher, teacher, and as the Secretary and Treasurer of the John Dewey Society, please visit my homepage: http://greenwalt.wiki.educ.msu.edu/.