This is from Julie for group input:
Hi Ben,
Most of my students are listening well during our story creation. However, some aren’t. Although I’ve spoken privately to student 1 regarding the issue, stubborn habits continue. Let me call this a tale of 3 students:
Student 1: His earbud is in. He’s listening to Blake Shelton. He isn’t focused on story creation. As a result, his input isn’t as great.
Student 2: Eyes are focused on the table in front of him. He seems disinterested. However, he’s extremely bright (in the gifted program). He has a hard time making eye contact on the best of days. He is one of the grumpy ones who resists games and team stuff. He really is listening, although it sure is hard to tell. Is he being defiant? contrary? is he on the asberger spectrum?
Student 3: She has a learning disability (communication). She also has an attitude the size of Ontario. Plus, there’s a backstory: her back was injured last year during gym class…her mom is upset that it was in my gym class (it wasn’t) and that I didn’t call home when the injury happened. (this was impossible to do, as her daughter didn’t complain about it until later that week. I did talk to her about it at recess one day when she said her back was sore. Apparently I didn’t diagnose properly — and apparently my show of concern is to no effect). To this girl’s family, I have become THIS YEAR’S TARGET. She has checked out, bringing along another girl with her, and has decided she won’t pay attention.
So…how to assess these students? I love Tina’s rubric and want to use it. Any thoughts on how to implement it with these difficult situations and remain fair at the same time? I want them all to do well!