jGR Is Subtle

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11 thoughts on “jGR Is Subtle”

  1. Hi.

    It seems weird how the articles I read are ones I needed before I even signed on to the plc. I was going to ask about the parents that are now emailing to tell me about their terribly shy children (who, in some cases, really are shy) and the way their grade in my class relates. I was going to ask here what I should write back to them. This is perfect.

    I also signed on to ask a question that belongs here, I think: there was some talk about rewording the “stop signal” vocabulary within the rubric. I think there was talk of this. If so, what did we decide?

    Thanks again for this article. It came at the right time, as always!

    1. Yes I would like to explore the stop signal wording. Diana also had a slight problem with “responds regularly in target language visually” wording and can we discuss that also?

      This is great! We are past the big stuff and into the smaller stuff, no less important but we are moving forward with this rubric. Just today I noticed a strong parallel between quiz grades and the rubric – like when they are strongly involved in the class as per jGR their grades are clearly proportionately higher. Honestly, all my career I had no such results. All my grades were pretty much bullshit.

      And something else with this – I appreciate them more as human beings. It’s a hard thing to express – they all just seem more real to me. I am so proud of them – authentically proud – when they do well on a quiz. Before, I didn’t really care. I think I am learning how to be a teacher. Velveteen Rabbit in action….

  2. I agree that being tuned into the difference between type 1 and type 2 students is essential to making the JGR work for ALL of our students. I have re-worded my rules and rubric so that I can assess these students accurately without going against the rubric. Any student who actively responds consistently with eye contact, gestures and appropriate verbal responses is in the B+ range. Those kids who want to be with us but can’t, are the ones who are keeping eye contact, and doing their best to respond, with good will toward the class. This is “proficient” according to my rubric. I then tell them that they can get to “advanced” (A) if they begin to show consistent observable behaviors that demonstrate to me that they are coming out of their shell.

  3. I just started jGR this week in my classes but I fear that I won’t be able to keep it up. Are there any tips for making sure ADD teachers like me follow through? how do we keep this at 50% of their grade? I do have one or two students that genuinely fit this persona. I think that talking to them will help them relax. Thanks for that tip.

    1. I’ve gone down to 30% with it and I’m glad I did. It still has teeth, if not fangs, and it certainly has the right result. I got observed today – Dori you have a new friend from Monument, CO you don’t know about but she rocks the method – and the kids just blew the top off the class. I KNOW this would not have happened without jGR.

  4. I just entered my grades for the first Progress Report. Using jGR definitely put the grades about where they should be. (I did adjust about four grades that I thought were not fully in alignment.) This time I had far fewer As than normal for the first progress report but also only one F and one D. Lots of Cs and Bs. (BTW, the F is for a student who has been absent for 20 days straight; we’ve been in school for 24 days. Obviously this is a student whose needs far exceed my ability to deal with them.)

  5. Ben, your comment reminds me of something a wise friend said about high expectations we have of our students, especially the shy/quiet ones:

    “I expect everything of you, but at your own pace.”

    and another, a bumper sticker:

    “Slowly and Majestically.” Nice, huh?

    Your distinction of the two types of quiet students is clear, and there are shades of gray, but I’ll try it out for a few days and see how it fits. Thanks for your ideas.

  6. Another thought:
    For many reasons, some groups of people are more confident in front of a crowd, public speaking, have that easy sense of charisma or simply like the sound of their own voice. (My younger daughter is like this. We have teacher conferences and tell the teacher we’re just fine with our daughter being slowed down, forced to listen more and blurt less.)

    I’m thinking now that if I can get the blurters to hold back, that the quieter ones will have room to flourish a bit more, show themselves.

    One thought is a new seating arrangement, with the blurters on one side of the room, and the quieter ones on the other side, which makes it very easy for me contrive an environment perhaps safer and more inviting for the quiet/shy student. I could even go back and forth, left side, right side, in the name of fairness. Just an idea…

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