NOT TOO CLOSE

One of the reasons that I became a teacher was to be in a position where I can positively influence and encourage young people. While the academic knowledge that a teacher gives to a student is important, I think some of the most long-lasting effects that a teacher can have on a student have nothing to do with book knowledge. A lot of times I hear people say that certain teachers affected their lives forever because the teachers believed in them, or the teachers listened to them, or the teachers genuinely cared about them. None of these things have anything to do with whether the teacher taught algebra or world history well.

Lately I have begun to wonder if I have neglected that part of teaching. I don't know if my students realize that I truly am concerned about them. I doubt if I actually show it in a way that is clear to them. It's hard for a young person to understand that when an adult gets on them for something, it's because of love for them and not dislike. I am generally a person that does not like to show a lot of emotion anyway, so I am sure that I probably come off as quite cold to my students. My classroom persona is often stern, straight-faced, and impersonal.

There have been several instances this year where some of my students' personal problems have been brought to my attention, and I just did not know how to handle them. My response to them was probably viewed as very detached and unconcerned. For example, when my students miss class, I tell them that the most they can get on make-up work is seventy-five percent unless they have excused absences. One time a student made the statement, you don't know what goes on in people's homes and what problems they are facing. My response: if you don't have an official excuse, the maximum grade you can receive is 75. The student was right though - I don't know what is happening in the lives of my students. I haven't really taken the time to stop and listen. The few times that my students have informed me about some bad home situations, I haven't even followed up with them to let them know that I am concerned.

Maybe I don't have to be that type of teacher - the type that students feel they can talk to. I don't know if that is my natural personality. I have never been the type of person that strangers could feel comfortable confiding in. Although I think I'm an empathetic person, I am very uncomfortable with showing what I feel or letting a person know that I am concerned. I'm the type of person that hears about people's problems and prays for them though they may never know it. I think I am struggling with the lines. I think that for the sake of sanity, I am trying to make sure that I don't get too close. But if that is my approach, can I ever be that teacher that touches the life of a student forever?

PARTIAL CREDIT

So far this term I have given one quiz and one test in my Algebra II classes. Unlike last semester, I decided not to give partial credit - either the question is wrong or it's right. Also, I did not supply calculators for these assessments. The results: maybe 7 or 8 out of about 50 passed the quiz. I haven't finished grading the tests, but so far the red pen has been very, very busy.

Why did I make the sudden change? I was not pleased with the fact that students who made B's in my class last semester did not pass the cumulative semester exam. Although I had given partial credit on unit tests, I did not do so on the semester exam. I began to wonder if providing partial credit was giving the students a license to slack off and not pay attention to details. Since I generally agree that children will attempt to rise to the level of expectations set for them, I decided that I needed to raise the standards a bit. Whereas before the student would get the majority of the credit for doing everything right, except for making a mistake with adding integers, now that mistake would cost the student the whole question. I am hoping that this change will force the kids to pay attention to signs; memorize the rules for adding and subtracting integers; and read and follow directions.

My decision to stop giving partial credit also arose out of my principal's comments that our students' grades should reflect what they know. In other words, a student that fails the semester exam shouldn't make an A in the course under most circumstances. While I think that his comments were geared specifically towards state-tested subjects which have common, district-wide semester exams, I think his concerns apply to all subjects.

While I hate to admit it, I have probably been contributing to the grade inflation problem. I found out that several of my students that made A's or B's in my class the first semester have had much lower grades in their previous math classes. I should have been tipped off that I was being too easy when one of my students commented to me that he likes the way I grade. Being that I am always preaching to my students about the real world and what it takes to succeed in the real world, I think I would be letting them down if I continued to let them get by with subpar work. They have been catered to and given things for so long that they don't expect to have to earn anything. If I don't try to change that mentality, I will be failing them as a teacher.

Given the terrible grades, however, I have been wondering whether I will have to backtrack on my decision. I do offer retests, but honestly, most of the students don't do any better on the retests. I guess another option would be to offer extra credit work. I haven't come to a conclusion and am still waffling back and forth. Any suggestions or comments are welcome!