Post date: Oct 23, 2011 3:8:23 AM
Hello HR 25 and 26.
Time again for another recap of the week and a new feature of these newsletters, the discussion-starter.
English: The week started with a set of 4 on online grammar games on Monday and ended with some great word/board games on Friday. The three days in between had the usual mechanics and vocabulary activities as well as a writing activity (BTT 7). The "best of" answers for chapters 1-6 should now be posted on the students' websites, and I'll score the BTT 7 essays next week. We should be done with this book at this time next week. For most of the remaining sessions of the year, the parents and I will choose a genre and then students will propose a variety of books, choose the final candidates, vote on their individual top 3 choices and then I'll form groups from there. With student-choice should come a greater enthusiasm and buy-in to the reading and analysis process.
I think that this week's biggest challenge for the students was the assignment from Thursday in which they had to learn how to punctuate titles and complete a worksheet. The parents, a TA, and I corrected them on Friday and only a few students "got it" enough to get 100% on the assignment. I'll pass them back on Monday and we'll take the next steps... do some error analysis, relearn the topic and then practice with competence and confidence. A challenge becomes worthy of one's time only when they become stronger from it.
Science: With the chapter 6 test behind us, the class became active with pairs of students doing a design-build-test experiment about buoyancy, using modeling clay for boats and pennies for cargo. The "record" number of pennies that a boat could hold kept increasing over the two sessions as the students observed their creations performance carefully, improved their designs, and capitalized upon successes. The write-up for that experience involves calculating the boat-mass to cargo-mass ratio for their best design and drawing conclusions (due Monday, by the way).
The chapter "digestion process" (how they process and absorb the information in the book) for each student has revised as well and many are learning what system works best for them -- a skill that will prove to be valuable, I hope, in a variety of areas and over many years. Next week we're moving on to unit 3 which covers work, machines, and energy.
Discussion-Starter: In last week's newsletter I brought up the issue of values and respect and heard back from a few parents and students with very sincere and thought-provoking comments. Such dialog and debate is the heart of community and the stuff of sincere engagement, so I'd like to bring up a different issue every few weeks. If for no other purpose than to prompt readers to reply and chime in with their two cents.
SO, this week's topic is copying. Quite a few times this year I have seen students get assignments from another student and copy the work (or some derivation thereof). When I point it out and ask about it or mention the word 'cheating', I often hear responses shrouded in impunity or actions excused by perceived necessity. My thoughts about cheating are stated on the philosophies page of my site but, more importantly, I'd like to hear yours.
Have a good Sunday and I'm looking forward to a week of conferences.
Chris
Replies and Discussion
From One Parent:
My Two Cents on four issues:
1. The Copier. I strive to instill in my child a sense of pride in himself and his name: Do not put your name on slipshod work or on work that is not your own. I would rather he miss the assignment. The definition of work depends on the assignment--some entrepreneurial student might rationalize that the work of copying is in itself "work". But if the assignment was to solve a problem this rationalization falls flat.
2. The Copyee. There must be lots of social pressure on students to let others copy their work. How does one say no when peers are so important?
3. Maintaining Cooperation. Cooperation is good and should be encouraged but perhaps that needs to be modeled for the students. I always advise that students never let any one see their paper but rather if there is a question about an assignment the students should discuss/explain answers and how the answer was obtained.
4. What is the Value of the Assignment? Copying is a horrible habit. Underlying copying is a decision the student makes to forgo studying and to maximize points--NOT learning. Sometimes a student may understand the concepts and regard the assignment as "busy work." This student probably performs well on individualized tests or he/she is underestimating the level of understanding.
Another Parent:
I fear the US is going to have to hit bottom before we figure out we are destroying ourselves [due to lack of morals].
All this positive discipline, don't say no, redirect, etc. I have a friend who is a family therapist by profession and in general an older and wiser woman. I told her that all my friends were jumping on the bandwagon of these new theories but I really had doubts as it sounded crazy. Her comment was , "You can't learn what is right, without learning what is wrong. If these children never hear the word 'no', they will never know the difference between right and wrong ". I had to think about it awhile, but it made total sense. I fear we are raising a generation of kids who have been "redirected" instead of being simply told "no". My kids have heard yes and no a lot. They have also heard, "Tell me what you think and why". We also discuss "house/family rules", and use those terms when friends come over. These are our "house rules" and will be followed here. It seems to make it easier for kids who come over who aren't used to rules. If I say universally this is right and this is wrong, then they might feel like I'm attacking their family and become defensive.
As long as there is no right and wrong, there will be cheating, disrespect and many more undesirable behaviors. Where's jiminy cricket?
From CH: Thank you so much for the great reply. I do understand how the assignment on punctuating titles fell flat and I don't blame the kids in the least... I mentioned it in my newsletter because I want to model the process of learning from "failure" and not just moving on and leaving the gap.
The cheating I'm seeing looks like this: one student asks another for the homework from the night before. Usually math or history in my room. They then take the other kid hw to their table and fill in the answers on their own paper. It is a comfortable routine for them and one I hope to explore with them. The excuses are things like "I'm checking my answers", or "I just didn't get one part" or "I didn't have time to do it, but I understand it all anyway".
I agree completely about bad behavior going unchecked, and often even unlabeled in our current culture. Personal integrity should be of the highest value, as should deep understanding.