In my courses, one does not simply receive a grade; one must put forth an honest effort. My grading policy does not stop at effort, however. A student's effort must lead to academic growth in order for a student to earn more than a "satisfactory" grade. Students must actively contribute during in-class discussions. Their voices must be heard. This, however, does not mean that accommodations cannot be made.
The environment of the classroom dictates how well students will achieve. Those who are on-task and participate actively will have no problem succeeding.
All this being said, assessment will take place early and often, just as adversity does. It is my goal to ensure that my students are not only learning content, but also understanding it and placing it in context. Informal assessments will take place every day, ranging from simple verbal "checks for understanding" to exit slips before the bell signals the end of the class meeting. Some formal quizzes will be administered, but the majority of grades will come about by means of formal discussions, research projects, and writing. .
The environment of the classroom dictates how well students will achieve. Those who are on-task and participate actively will have no problem succeeding.
All this being said, assessment will take place early and often, just as adversity does. It is my goal to ensure that my students are not only learning content, but also understanding it and placing it in context. Informal assessments will take place every day, ranging from simple verbal "checks for understanding" to exit slips before the bell signals the end of the class meeting. Some formal quizzes will be administered, but the majority of grades will come about by means of formal discussions, research projects, and writing. .