This morning I am going to highlight and respond to a comment from reader Steph Irwin. Thank you, Steph, for giving me some food for thought.

Hello, Sy. I’d like to thank you for sharing your classroom experiences on your blog. I happened upon it earlier this school year after reading about you on the Upworthy website. I’ve read your blog faithfully since then, sometimes reacting with skepticism, sometimes reacting with awe. At the heart of all you do IS your heart, and for me, that is most impressive.

A nagging wondering I always have as I read…what are the naysayers like in your world? They must be in your building. How are you supported by your administration? How about those kids that I envision would welcome a chance to NOT have to participate or complete assigned work? Do most of them come around at some point in the year and own it?

I’ve finished a year with a junior class that came in with a reputation for apathy and a weak work ethic. This proved to be true, in many instances, no matter how hard I tried to inspire them. I’m ending the year somewhat discouraged, thinking I need to make some changes in myself instead of expecting so many changes in them. But I don’t know, and as a 30 year veteran of the classroom I’m not sure where to begin. So I decided I’ll start with my own version of Smiles and Frowns next year, a small start to what could turn into something big. I’ll keep you posted, and I’ll keep reading about your classroom journey. Thank you for opening your classroom door to the rest of us. You can’t walk in the room unless the door is open.
Steph Irwin
Sandy Valley High School
Magnolia, OH

Naysayers

Yes, of course, I have some naysayers in my neck of the woods, but not as many as I thought I might. In truth, as I set out on my first year I not only expected it, but I also welcomed it. My thinking was that by doing things radically differently I would ensure a “coming-to-the-table” moment around the topic of grading practices. I wanted to get out in the open some “truths” about the what, why, and how of our myriad approaches. But, it never happened. And I’m not sure why. In that most radical of years, only one parent challenged me (but I think now she would have challenged me, no matter what I did). No one else, at least not publicly, has really challenged me.

And that includes administration. They have been supportive. Of course, I largely attribute that to my being transparent and communicative about my work. And I think, Steph, that has led to if not my success then at least my “minimal failure” with stakeholders: communication. I work “overtime,” especially early in the year, to communicate my approach with students and parents. Yes, the year always begins with skeptics–always–but I have had some success with bringing them around to if not believing in what I am doing to at least seeing what I am doing.

Of late, which is not really connected to grading as much as culture in the 180 classroom, I have caught wind of some of my colleagues in the building criticizing what I am doing, claiming kids “only like me because I am easy.” Sadly, they unprofessionally express such things publicly to our shared students, and of course the kids tell me. I shrug it off. I have half a mind to invite them to my classroom, so they can see what we’re about in room 206. I am not so sure they would reciprocate. My door is literally and figuratively always open. And anyone, supporter or critic, is always welcome.

Kids Will Be Kids

Really, people will be people. If there is an easy route, then there is always the urge to follow it. In the 180 classroom with neither stick nor carrot to push or pull them down the path, I have to rely on commitment. Does that mean, then, that some kids never quite get there, never quite commit? Of course. But that was true in my compliance classroom of old, too. And that is why I subscribe to the belief that kids will either do the work or they won’t do the work. And, of course, “doing” is matter of perception. Two summers ago, I wrote about the different “do’s” in the classroom, in a post I called, “The Dilemma of Do.” (http://www.letschangeeducation.com/the-dilemma-of-do/). I know it seems out-of-hand and dismissive to accept that some kids just won’t do the work, but it’s been my truth for 23 years now, and it has fueled my belief that I provide opportunity and support. The “do” is up to them.

Does that mean that I just turn my cheek and let them do nothing? No, certainly not. I use my relationships with them to encourage them to make the most of the opportunity and support that I provide. And for a great many this works. But for some–sadly–we never get there. I have come to accept that.

Smiles and Frowns

I’m sorry that you are ending your year a bit discouraged. I can relate. In fact, I, too, am ending with some discouragement, seems I always do. And even though I seem to be talking a big game up above with my “what-will-be-will-be” attitude about student motivation, it always cuts and I am “wounded” when I can’t reach a kid. But of late, with the implementation of Smiles and Frowns over the last two years, my “unreachables” have diminished dramatically.

As I have offered a number of times recently, Smiles and Frowns is the best decision I have ever made. And I stand firmly by that. I have never had such strong connections with kids before. So, I am heartened to hear that you are considering using it in your own classroom next year–in your own way. I think that is key. You have to use it in a way that best fits you and your classroom. I think you will find the impact significant. And, yes please, keep me posted. I would love to hear how it’s going.

Well, Steph. I hope this post helps a bit. I appreciate your sending some wonders and questions my way. I also appreciate your faithful readership. Please feel free to reach out in the future. I’m always happy to help and share.

Today’s Trail

Along today’s trail we will experience…

…connecting through Smiles and Frowns.

…growing as writers

…reflecting in our Journey Journals.

…hearing a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better.