Jen wrote in this comment-turned-blog-post about using self-evaluation rubrics as per Melanie and Robert:
I’m on my third “round” but I call it “reflection.” It is so valuable. Instead of doing a whole rubric each time, I am focusing on one or two skills (or class rules). This way I get really specific reflections from the kids and it doesn’t take a lot of time. In the most recent one, I focused on just one skill: “I signal the teacher when I don’t understand.” I had a scale of 1-5 with 5 being always and 1 being never. I asked the kids to explain/comment if they were at less than level4 (usually), what is holding you back from signaling?
I’m using this more as a way to keep the communication flowing rather than as a grade. The first time I focused on this particular skill I learned that there was a high level of fear around admitting publically “I don’t understand.” I was able to address this fear and also reframe it in the context of what we’re doing…learning to communicate by listening and responding!
Of course this communication clearly “backs up” my observations of the students so I can refer to it as needed with students and parents.
I replied to jen:
That is an incredibly helpful comment, jen. Thank you. I am going to do that today because my kids don’t signal enough. I bet other teachers’ kids don’t, either. This could be a great thread – how exactly to get kids communicating with us to tell us when they don’t understand, which, since we are all new at this, is quite often and never an easy thing to do.
I know what I do. Whenever I say something that they don’t understand (you can just tell when that is, plus I know what they know and don’t know because I am their teacher), I just signal for them. I just put my arm way back behing me and model/guide that move for them. Even then, some kids don’t do it. Such a good topic – what to do when they don’t signal.
Thanks again jen.