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8 thoughts on “A Flood of Output”
Awesome.
I just got back from a “summative” meeting with my principal. It is just a run down of all my evals, student work, notes from meetings with colleagues etc…
So in terms of Jack, an admin would ask, what are you doing to meet the needs of the student?
In fact, when thinking about assessments (whether formative or summative) we need to include that we have supports in place for these students. I believe that it rounds out the package and keeps admin happy.
“there is a direct correlation between quality of listening and later emergent speech”
This is a good SLA quote. I’m going to file it away and bring up for students who complain.
Sean? Whose quote? A good one!
Looks like Ben said that in the post above. I kept it, too — good thought, Sean.
Having taught much older students mostly 11th and 12th graders, I must admit some serious envy for those of you who are lucky enough to teach young children! I am so happy for you that you get to spend your time with students that are still capable of creativity, silliness, and imagination!
Craig I would rather teach the older kids even with their sapped imaginations. I could never do what Alisa and the others do with the little kids. Too much like work! Best level for me? 6th grade.
And I like the wee ones cuz cuz they bring me love and joy every day, AND I don’t have the albatross of constant assessment – sorting, winnowing, commenting, providing feedback, evidence, accountability, growth over time, progress, can-do statements, rubrics, grades, data driven decision-making, cut throat parents (only a few) and the rest.
I did my student teaching in jr. high years ago, and fell into a 2nd grade bilingual job. From there I got my current elementary WL job….
What do they say in French? “I slipped and fell in the butter!”
It would all be butter if we slayed the assessment demon at the secondary level.