To start off, I am a strong believer that in order for a teacher to grade a student, the teacher must grade themselves first. Grades can only be deemed as fair if the teacher possesses enough intangibles for each student to achieve a higher level of learning. Grading must be OBJECTIVE, not subjective. Subjective point of views only leads to irrational thoughts that reflect the grading system. Grades are direct factors that prove if a teacher is effectively teaching his/her students. If there is a student in my class that failed in some way, it is me as the teacher to go back and reflect on what I could have done better for that student to receive a higher grade. I am teacher based upon respect in and out of the classroom and I believe that is the strongest grade someone can give out and receive. What do I mean by respect? Respect is earned. If there are students that are struggling in my class but show effort through my assessments and evaluations, then by the power invested in me, that student will be given the benefit of the doubt. Respect is a bigger grade then a multiple choice test. I want to mentally, physically, and emotionally see a student is trying and not base their grades off of exams or traditional assessments. When I do have exams or quizzes, they will be valid and reliable so there grades will accurately reflect true achievement.
Learning is the ultimate goal of taking my class, not getting a grade. If it was up to me, I wouldn’t assign grades but unfortunately students are not motivated without grades. Therefore, grades are needed to be given out as a means of representation of who the students are. It is my belief that individuals deserve real feedback, not grades and parents deserve to know more about their child’s progress than an “A” or a percentage.
From my own growth and experience, it is extremely important that in order to grade, I have to make my assessments and evaluations authentic not traditional. All assignments and activities will be tied to the standards and objective that can translated by the students if there was an evaluator grading me. The standards provide a proposal for development, education, and assessment that echo the effective ways of learning. Each standard reflects to life situations and outcomes that are imperative to a student’s growth. It is my job as a teacher to create lessons that best define and reflect the standards.
Effective grading practices start from my teaching philosophy that respect student differences and reflects individual growth. I must grasp the curricular landscape in order for student to succeed and design powerful learning experiences to guide them through the next learning stage of their lives. My true philosophy on grading is that grading should cohesive with assessments and evaluations in physical education. A grade should not be separate and isolated but instead a useful way into shaping goals, assignments, communicating their students, and evaluating their work.
A part of the physical education standards is dealt with in the health classroom. It is mind-bottling that physical education gets the short end of the stick while math scores and English scores are recognized more. What’s more important than health? Health involves the longevity of someone’s life. If you knew what you had to do in order to live a longer life, wouldn’t you listen? Guess what, that’s what physical educators do. They explain the positives and negative impacts of drugs, tobacco, interpersonal communication, and physical activity. Where does a student learn how to drive? Drivers Ed. Who teaches about Drivers Ed, Physical Educators. If you read my philosophy up until this part, I’ll tell you the secret to why physical educators teach these concepts. The secret is because all of this is tied to our standards that we have to teach. Even better though, WE WANT TO teach it.