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Ruth’s Great Rubric – rGR
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7 thoughts on “Ruth’s Great Rubric – rGR”
I’ve made a category for this – rGR or Ruth’s Great Rubric. If we are required to evaluate speaking, it’s a good one – as Ruth says it is a relaxed rubric.
I have always kept Sabrina’s sweet interview with Brie in my mind as a landmark and inspiration. I’m sure I thought about it when I was figuring out the rubric.
And of course Brie was a superstar, and that is fine, but those of us who know and have worked with Sabrina know that she showed the same degree of kindness during these interviews with every single child in all of her classes. This is what sets Sabrina apart. And I am sure that the final grades on each student reflected, were infused with, so to speak, some degree of kindness. It can be that way with languages, where there is so much fear of expression (they are only children and haven’t even had time to test their voices in a social setting in English!), but it cannot be that way in math or science classes. Can’t we give these kids a break? Of course, there is a drawback to teaching the way Sabrina does – our class enrollments will go off the charts.
“(they are only children and haven’t even had time to test their voices in a social setting in English!)”
The other day I was pissed off with my 2nd year students when developing the problem with invisibles. I held it in but kids could tell. So I cold called some students including the most shy. It was a bad call. Our professor 2 was saying that there were not “enough suggestions”
This same student has commented in writing about trying a project. This is usually for our school culture. There is heavy homework, tests, projects and products. The place is a digital factory — we even got laser cutters and 3d printers!
Anyway, the student is after all a kid who has a hard time showing up as a human being. Yet, this student is one of the strongest in listening. After speaking to a restorative counselor, he sugested that she did not want to be wrong in front of others. Yes, these kids get slammed for wrong answers. One student told me that kids get snarky and raise their hands even though they do not know the answer because if they do not, they will get called on. That’s heavy! I know I couldnt handle it at their age. I was a depressed messed…. ranting again.
Steven, yes, I heard recently in one of those nasty FB discussions (when will I learn to stay away?) a trainer saying that cold calling is a good way to ensure comprehension. I disagree down to the very core of my being and agree with what you said here. “she did not want to be wrong in front of others” If I got one single thing from that long assessment discussion last year, it was that we should in no way make a child think they can ever be wrong in our classes. So, I truly feel that advice was deeply misguided and it saddens me to hear it recommended. I was just talking with my Mom and sharing with her that it is her painful experiences in school, back in the 60s, that have molded me into a fighter for kids’ happiness, ease, creativity, comfort, and feeling of being supported in my class. I love it that so many of us are moving away from right or wrong and from public answers. I have even stopped doing quick quizzes because they re right-wrong. Instead I am doing “oral quizzes” (from time to time) where kids just hear the question twice. The first time they listen and think, and the second time they call out in unison what they think is the answer. It feels safer for the kids.
Truth. Great comment Steven.
Thank you for sharing.