jGR – How Often?

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4 thoughts on “jGR – How Often?”

  1. When I put in the daily (or almost daily) grade from 0-5 in my grid, I usually just make a little notation next to the number for those kids where an obvious (negative) behavior caused the a low grade, e.g. blurting, head down, use of English. That helps me remember, in case somebody questions their IC result at the end of the two-week period.

  2. For me the tricky thing about using something like jGR is needing to have some kind of evidence as a supporter of the 1-5 grade, like paper evidence. I certainly can’t film each kid, because that would be the kind of evidence needed. So I rely on their self-assessments after story asking and then I assess them using a rubric similar to the jGR every other week. I know it’s not enough, but for me it gives them more thorough feedback. Brigitte, I like your idea of putting a more specific notation next to the grade. I have 120 kids, so I can’t see myself using the jGR everyday or even 3 days a week….but perhaps I should find a way….

    1. We discussed JGR at some length at our peer coaching meeting on Thursday (there were 13 teachers in attendance).

      Sarah Marx said the following that I personally found very helpful. I found it honest and practical. I think the power of the rubric is that it states in a VERY clear way the expectations and the behaviors that will lead to success.

      Here is what Sarah said:

      What I said was that I give the kids the kind of details that are in the rubrics we looked at yesterday, telling them what kind of behavior would be excellent participation, what would be medium and what would be terrible. Then I tell them honestly that I am only have time to note down excellent or terrible participation and encourage them to make me notice their participation in a positive way. I keep a list with every student’s name in the back of my binder. At the end of each class I make a note next to the names of the students who did anything excellent in class that day or terrible (usually only a couple kids a day – sometimes none). I write something like “blurting out in English” or “super creative responses today – great engagement”. I let the kids know that if there are no notations next to their name they should expect a certain number grade for participation (the equivalent of a B). If there are positive ones I will give them an A. If there are negative ones I will give them a C,D, or F depending on the number of notations. I send out a participation grade update a couple of times each quarter to let them know where they are at and I tell them that if they would like to see the notations beside their name so they can know how they are doing, they can come do so at any time.

      Also if I notice a kid with lots of negative behaviors I pull them aside for a minute or two after class to brainstorm what would help them change their behavior. Usually they know. Last year all my English blurter needed in order to keep the English in was the promise of chocolate if he made it through the class in Spanish only and came to see me at the end of the day. He was still a blurter, but that was enough incentive to learn to blurt things out in Spanish instead of English!

  3. I’ll have the students grade themselves at the end of each class period and then turn it in at the end of the week. Of course I’ll have the right to override their overall score based on what I’ve seen (good or bad). Bryce Hedstrom has a template for it which I’m adapting to my classes. It means using paper, but I barely have to do anything other than double check at the end of the week and input grades once a week. I’m fine with that. The main challenge for me is remembering to stop at the last few minutes for them to reflect. We’ll see!

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