Grading when you're an English teacher is rather difficult. Do I deduct points for using too many commas? Is this even relevant to the prompt? How much should I deduce from that? My CT, Jacob Bremer, however, made grading for me rather easy- or easier. He explained to me how utilizing rubrics to the tiniest detail allows for subjective grading to become quantifiable. By having different parts of the paper broken down by grammar, relevancy to topic, creativity, etc, it gives a more succinct approach to grading. Also, by having the student receive the rubric in advance and they understand the rubric, it serves as a contract between the student and teacher for having a mutual understanding of the standards established.
Mr.Bremer had always jokingly bragged about never giving out a 100 during his time at Hill Country. I speculated on this many of times and asked for his reasoning. Through the time that I asked, I contemplated what it meant to receive a 100 on an assignment and what an A meant in my grading. It made me understand that an A would be a standard of excellence only obtainable if the student not only has a thorough grasp of the material taught but also has begun to think further in that logic.
It has become difficult for students with this culture of equating your value as a person to your GPA and/or grades. To me, I want my students to be graded for their own relationship with the subject and their own journey with it. Instead of teaching to a test or for a grade, I will strive to teach my students with passion for the subject I teach, in hopes that they will have a deeper knowledge for the subject they're learning and will retain it longer.
Mr.Bremer had always jokingly bragged about never giving out a 100 during his time at Hill Country. I speculated on this many of times and asked for his reasoning. Through the time that I asked, I contemplated what it meant to receive a 100 on an assignment and what an A meant in my grading. It made me understand that an A would be a standard of excellence only obtainable if the student not only has a thorough grasp of the material taught but also has begun to think further in that logic.
It has become difficult for students with this culture of equating your value as a person to your GPA and/or grades. To me, I want my students to be graded for their own relationship with the subject and their own journey with it. Instead of teaching to a test or for a grade, I will strive to teach my students with passion for the subject I teach, in hopes that they will have a deeper knowledge for the subject they're learning and will retain it longer.