Monitoring Grades and Assignments: Tips for Parents

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The rise of technology in the classroom has undoubtedly changed the way in which assignments are structured, dispensed, completed, and graded. With many assignments being posted, completed, and assessed through a password-secured online forum, it is no wonder that parents are left scratching their heads. Though the technology provides a sense of ease for teachers and students, parents may struggle to get their hands on tangible assignments, grades, and feedback.

There are a few tips that parents can employ to help to ensure that the digital classroom is an asset, instead of an obstacle, for families.

  • Ask your child’s teacher for “guardian access” to online forums like Google Classroom. This provides parents with their own means of logging into the virtual classroom. Guardian access also allows parents to set email alerts anytime a new announcement, assignment, or grade is posted. This means that parents receive notifications in real time, as opposed to having to wait for their child to bring home the new assignment or rubric. 
  • With the rise of available classroom technology, many schools are adopting a “paperless policy” for most class documents. If tangible copies of assignments and other classwork are preferred, consider printing the documents from home and reviewing them with your child. This strategy allows parents and students the opportunity to look closely and review the assignment or project together. Printing the rubrics or assignments also allows children to have a tangible copy at home, in addition to the digitally posted document. Parents can also print the graded work from Google Classroom to review the comments and suggestions that the teacher has left. 
  • With the option to print and review teachers’ comments, suggestions, and edits, an excellent practice is for parents and children to review the feedback while simultaneously going over the rubric. This allows children to see exactly how their errors translated into the grade that they received. Not only does it provide clarity by showing that a grade is not an arbitrary score, but it allows the opportunity for students to review and discuss their strengths and weaknesses. With the prevalence of reassessments and rewrites, students can also use this review as a starting point for their second draft or attempt at the assignment. 
  • If only the grades are showing up online, and the actual assignment or test is not coming home, ask your child if the tangible paper has been returned. It is possible that the paper copy, once returned, was shoved haphazardly in a binder or locker. Consider creating a “bring home” folder of all graded work. This can be a simple pocket folder in which your child keeps any returned graded work. This way, you can collect, organize, and monitor assignments for your child until he or she is ready to take on that responsibility independently. 
  • Often times, your child’s digital classroom includes a weekly or monthly calendar with due dates, PDF copies of handouts, class notes, and other key information. Parents can either print the calendar, or create their own in tangible or digital form. Transfer or copy all of the due dates onto your parent copy of the calendar and post the monthly assignments on the refrigerator or someplace else that is accessible. This provides children and parents with a constant reminder of approaching deadlines and other important school events.

Tantrums, Tears and Tempers: Behavior is Communication

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As any educator will tell you, the behavioral component of teaching young people is one of the main aspects of the career that keeps us on our toes. From one day to the next, the behaviors and emotions that emerge can be as fleeting as a passing thunderstorm. Perhaps the ultimate display of student behaviors rears its head in middle school, when students’ hormones, egos, peer groups, and emotions oscillate on a new level. On days in the classroom where it feels as though I am extinguishing fires all day long, the one saving grace is this reminder: these unkind behaviors come from somewhere specific.

Anger is a secondary emotion. For preteens and teenagers, an emotional explosion or reaction can be like a screaming teapot—suddenly, we notice the steam and hear the shrieking, but what we perhaps did not see moments before was the bubbling that quickly became a rolling boil. A child’s temperament is very much the same in that, seemingly out of nowhere, an emotion can shift. Anger, especially, is an emotion that likely began as something else. Perhaps it grew from frustration, regret, disappointment, etc. Either way, anger is more of the reaction to the initial emotion or incident. Therefore, it is important for teachers to remember that this unfavorable attitude, behavior, or demeanor is coming from somewhere specific. The student himself may not even be cognitively aware of the origin of his frustration; however, a few quick observations can help educators mediate when emotions reach a boiling point.

What was happening right before the emotional outburst? If a teacher can recall the mood of the room or situation prior to a student’s tantrum, they are more likely to pinpoint how the situation escalated. Perhaps the student had just received a low grade on a quiz for which they had thought they’d thoroughly studied. Or maybe a peer took his or her pencil without asking. Even a slight tiff can be the cause of a major meltdown in the classroom. Furthermore, ask yourself if you have noticed anything that may have triggered the student’s response. Has this student been especially moody, withdrawn, or combative lately? Have you noticed a change in her peer group or level of interaction with peers? Have you spoken to parents or noticed a change in grades or motivation? Sometimes a bad day or bad week is just simply that—but other times, the behaviors can be prolonged or escalated.

Seek to understand. Once you have provided a moment for the student to cool off, either in the hall, at the desk, or in a quiet corner of the room, approach the student from the lens of seeking to understand. Too often “What’s wrong?” is met with a non-response or further frustration on the student’s part. Instead, ask the student: “What do you need from me?” or “What can I do to help you get through this tough situation?” A question like this works two-fold—you are showing students that you recognize their emotions/feelings, while also approaching the conversation by expressing your desire to help or fix the situation. When teachers ask students how they can help the situation, it also reminds students that they are not alone in whatever it is that they’re reacting to. This simple gesture can deescalate the tears and tempers quite quickly.  

Whatever you do, do not react. It’ll sound silly, but I occasionally have to remind myself that I am the adult in the room, which means that my students are looking to me for guidance. My tone, attitude, and behavior should be the constant in the room—the one that sets the mood and expectations of the classroom environment. Anyone who has spent any amount of time in a room with 35 teenagers knows that this is much easier said than done. Remember that these are children with child-like emotions and reactions. Also consider the likelihood that the tantrum has nothing to do with you or your class—instead, it could be related to any number of stressors in that child’s life that you know nothing about. However, when tempers flare, take a moment to breathe before your approach the situation—never has gasoline been known to smother a blaze.

Note Taking November: For the Elementary Classroom

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For elementary schoolers, note taking as a reading or comprehension strategy is likely unfamiliar, and for a legitimate reason—many younger learners are just beginning to get comfortable in their reading abilities at this stage. Many children view reading as a mundane task; however, if students begin to look at reading material as a vessel for knowledge, they may change how they read for such information. Reading skills, particularly the ability to extract, analyze, and interpret relevant material, can be improved as students learn proper note-taking practices.

For elementary-age learners, taking notes while reading probably seems like an added burden on an already difficult task. Therefore, when introducing the concept, be sure to frame the instruction with expectations, benefits, and models of how the note taking should look.

  • Explain that note taking while reading is a practice that will take time—elementary schoolers should expect to practice this skill consistently before it becomes second nature.

  • They should also expect their notes to be messy, which is why pencil is a must. Begin the note-taking process by simply recording a stream of thought while reading.

  • Encourage students to mark up words and phrases that are:
    • unfamiliar or confusing,
    • bolded, italicized, or repeated,
    • indicate the author’s purpose,
    • signify an important moment or realization,
    • present an interesting fact or take-away.

      Use these opportunities as a means of teaching context clues—if the term is unfamiliar, ask students if anything around the word or phrase provides insight into the unknown word’s meaning. Encourage them to brainstorm and experiment with possible word meanings until they land on something that makes logical, grammatical sense.

  • Elementary schoolers should also feel comfortable asking “why?” while reading. Encourage them to add question marks to areas of text that they don’t understand or don’t see the relevance.

  • Model the practice of close reading and active note taking with students regularly. For the most part, note taking is an unfamiliar skill for elementary-age kids. When modeling the process, start small. Perhaps you begin by using a text that students have read before. This sense of familiarity will promote risk-taking and allow students to feel more comfortable tackling the text with their thoughts and observations. As you move through the text together, show them how to refer back to earlier notes if they have made connections or discovered an answer to a previous notation or question.

  • Inform students of the benefits of note taking. They will be surprised to know that notes can mean an easier time when rereading or skimming while studying. If students get in the habit of taking copious notes, most of the studying “leg work” will be done ahead of time. Their notes should also act as place markers, meaning that any content that struck them as important or especially tricky should be highlighted to indicate that it is vital to review. Also, let young readers know that note taking is a deliberate practice that ensures focus, comprehension, and other active reading skills on behalf of the reader. If your mind is disengaged or drifting, there is no way that you will be able to maintain substantial notes or annotations.

Family Team Time

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It will come as no shock to most parents that a significant amount of time per week is spent running children from point A to point B and back again. What may be shocking, however, are the actual statistics surrounding the average family’s carpooling and chauffeuring routine. Research shows that, by the time children reach adulthood, parents will have spent almost 200 days behind the wheel running their kids from place to place.

Now, as much as educators, parents, and students embrace the notion of extracurricular activities, there are alternative ways to shape interests, take part in cooperative learning, build relationships, and experience new things. Perhaps it is time to consider putting a halt to the daily grind—with family team time.

Not to spoil the concept of extracurricular activities—as a teacher, I know that extracurriculars can truly changes students’ lives—but there are also some factors to consider when it comes to the many activities that children participate in. Clubs, sports, camps, classes—all of these activities add up, both monetarily and in terms of time commitments. For families with multiple children, the desire to keep kids consistently “doing” can prove to be a costly, time-consuming, and even stressful undertaking. Family team time, substituting extracurriculars with engaging family activities, could be a great alternative to try this winter. Simply put, family team time is anything that the family does together for enjoyment. Below are options to try in place of signing up for another round of extracurricular activities this winter

  • Considering our proximity to D.C.’s many museums, theaters, and other cultural hubs, there are countless engaging options for your family to experience together this winter. Especially as the holidays approach, options will be plentiful: festivals, concerts, plays, ballets, and other performances. Consider taking in a show, visiting a museum, or simply touring the neighborhood’s Christmas lights. Plan ahead by checking Groupon and other sites for deals on attractions, discounted events and performances, and student rates. Museum visits are a great free option to explore art and history with the whole gang—not to mention, they are a great place to escape from the bitter winter weather while still stretching your legs. 
  • Afternoon matinees can prove to be a wonderfully inexpensive way to get the family together for a few hours of entertainment. Another option is to have a weekly family book club, in which every member of the family reads the same book. Once a week, make some popcorn, get comfy in the living room, and discuss the recently read chapters. Once everyone has finished the book, consider renting the movie version, as many young adult and family novels have been adapted to film. After the movie, encourage a mock-film study, in which you talk about how the movie and the book are similar or different, and which one each person preferred. Then, allow someone else to choose the next novel/movie combination. Keep the weekly book talks going until everyone has had the chance to select a novel for the family. To save money, consider checking books out at the local library or purchase used books online. For struggling readers, consider an e-book or audiobook version so that children can follow along while listening to the book aloud. 
  • Ice skating, bowling, or an afternoon at the trampoline park can provide much-needed exercise when cabin fever starts to hit in the winter months. As opposed to chauffeuring each child from activity to activity, family team time allows for one trip, to one agreed-upon activity, all together as a family. Want to stay in? Try a competitive Top Chef-inspired cooking challenge, in which each member chooses a flavorful pancake topping, unique pizza toppings, or quesadilla fillings. An impartial blind taste tester is all you need to settle the sibling rivalry or family food feud! 
  • As opposed to hustling from game, to recital, to playdate on a busy weekend, consider volunteering as a family. Clean out the toy room and closets to donate to children in need. These gestures show children that the holidays are not only about receiving, but also giving. Decide as a family to demonstrate the spirit of giving by helping out at an animal shelter, soup kitchen, book drive, etc. After volunteering, discuss each family member’s favorite moment of the day—what was the best part of volunteering? What did you learn?   

This season, take a break from the constant flurry of extracurricular activity and give your family the gift of time together.

Constructive Feedback

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Educators are trained to provide rigorous, engaging instruction, fair and accurate grades and assessments, and helpful criticism or feedback. As an English teacher, written feedback is a crucial aspect of the editing, revising and grading process. For students, the best way to ensure that our feedback is not going straight into the garbage is to make it as helpful as possible. While everyone has his or her own style of providing written feedback, below are a few solid Do’s and Don’ts when it comes to teacher feedback.

  • Try to balance the salty with the sweet—especially with younger or struggling writers. The writing process is complex, intimidating, and laborious for many young learners. When students are just starting out, a little encouragement can go a long way. This is not to suggest that feedback must only contain vapid or disingenuous fluff—not at all. The critical aspect of teacher feedback is what the students truly need. However, if we want them to invest in the time of reading, reflecting, and revising with the feedback we provide, we must be sure to draw them in as opposed to turning them off with only negative feedback. I not-so-fondly remember my own experiences where, even as an elementary student, my writing was more or less ripped to shreds by only harsh criticism. Yes, critical feedback is important, but we must also be sure to shed light on what the writer did correctly, as to provide a glimmer of enthusiasm, optimism, or positive reinforcement.

  • Focus your feedback on a few major takeaways from earlier instruction. For instance, if a main objective of the unit is that students will be able to support a claim with textual evidence and interpretive reasoning, then focus your feedback and critique around how successfully they attempted that objective. If introductions and conclusions were the focus, be sure to provide most of the feedback in that area of the paper. This not only makes your life easier by helping to focus the written feedback, but it also allows for students to hone in on a few significant writing skills at a time. The feedback will seem less tedious on your end, and less harsh from a student’s perspective.

  • Keep comments clear, but concise, by using highlighter functions or editing symbols in Google Classroom. One benefit to the abundance of technology that we educators have at our disposal is the fact that written (or typed) feedback can save teachers time, while providing students with comments and suggestions in real time. With the various digital platforms for students to submit writing assignments, students no longer have to wait for the return of tangible essays with handwritten feedback. Now students can simply login from home or school to view a teacher’s comments, critiques, and suggestions.

  • Use the editing or highlighting function in Google Classroom to note areas in a paper where students need spelling, punctuation, or grammatical revision. For students that need reminders, I may insert the first few missing commas. For others, however, I may simply highlight the areas in their paper where they are missing punctuation. This way, students will know where to include a mark, but must assess their own writing to identify exactly which punctuation mark fits properly in a given highlighted area.

  • Talk through the feedback to both put students at ease and answer follow-up questions that they may have. Like many things, sometimes our feedback can get lost in translation. If this is the case, consider setting aside a segment of class time where students can conference one-on-one with you about their specific feedback and suggestions. This allows students the opportunity to fully grasp the feedback to ensure that their plans to revise will in fact improve upon their first draft.

Vocabulary for Elementary: How To

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According to experts, kids should be acquiring 2,000 to 3,000 new words annually from 3rd grade onward. This figure would mean that children learn roughly six–eight new terms every day—pretty amazing if you think about it. While professionals have long debated the biological and environmental factors at play when it comes to language and vocabulary acquisition, one thing is for certain—a child’s vocabulary grows and develops with exposure.

Here are a few ways to expose students to new words and help them further develop their vocabulary.

Expressive Word Labels

Consider borrowing a tip from ESOL or world language classes by using labels to introduce a more expressive term in place of a mundane word. For instance, print out multiple photos of a range of peoples’ facial expressions. Prompt students to replace typical or low-level words like “sad” or “happy” with “gloomy” or “pleased.” Once students get the hang of synonyms, ask them to collect as many synonyms as they can while learning new words.

Synonym Challenge

Students should feel free to ask clarifying questions like, “What is another way to say….?” This helps young learners to begin to see not only the context of the word, but also its grammatical function. After some scaffolding and practice, challenge your students to see how many words they can think of to replace “happy.” Be clear about the expectation by emphasizing that the synonyms must fully match the meaning and usage—since “happy” is an adjective, their synonyms must be adjectives, as well. Students with the longest list of true synonyms could be rewarded with a new mechanical pencil, their choice of seat for the day, a happy phone call home, etc. Even bragging rights are certain to make any child happy, ecstatic, cheerful, glad, amused, exuberant, elated, delighted, thrilled, jovial, jubilant, and merry.   

Word Apps

Elementary teachers can also make use of technology in order to help increase students’ vocabulary. Free apps like Wordle and Wordsift help students to learn and analyze new terms and phrases by using a visual component. Students are able to paste a portion of text and watch as Wordle or Wordsift breaks down and arranges the text. Often times, the Wordle presents the information in more than just a visually appealing way. The software helps students see how terms are related, distinguished, aligned, etc. It is also designed to manipulate font size and color based on how frequently a term is used in the excerpt. For instance, if students paste text from an article about cloud formation, repetition of the word “cloud” will cause the Wordle to increase the font size of that particular term in the final visual.  

Caption Game

Ask students to provide captions for selected photos or magazine ads using new vocabulary words. Allow students to work in groups to collaborate and generate a brief explanation or caption for what is happening in the photo. For example, if the image depicts a complete standstill on a highway while a family of ducks crosses the interstate, ask students to write a caption using the word “peculiar.” Perhaps another image portrays a beautiful snow-covered cabin in the woods. Ask students to create a caption or conversation between two of the cabin-dwellers using the word “enchanting.”

How to Acquire New Vocabulary: At the Middle School Level

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While vocabulary instruction has drastically changed in the past decade, some of the basic principles of language acquisition still pertain to building students’ vocabulary. For instance, a voracious appetite for reading has long been linked to a stronger vocabulary—and this belief still stands, as it is widely supported by research. Additionally, repeated exposure over time also helps to solidify words to memory. Both of these basic methods, reading and repetition, are still utilized in classrooms today.

However, best practices focus on more than mere memorization. Vocabulary acquisition can and should be taken to the next step to ensure that terms are not only committed to memory, but are essentially committed to a student’s academic and everyday language.

Teach connotation: Too often, direct vocabulary instruction relies on a student’s memorization or understanding of a word’s definition—which makes sense since students must know what a word means before adding it to their lexicon. However, if focusing solely on a word’s definition, students are missing a key aspect of the importance of vocabulary, which involves context and connotation. Vocabulary instruction is more than knowing the meaning of a word—it’s the ability to choose the most appropriate form of a word or term for a specific context or purpose. Take the words smell, scent, odor, fragrance, and aroma. The definition of each of these terms is rather similar; at a glance, students may declare these terms to be synonymous. However, teaching these words in their appropriate contexts and with an understood connotation allows students to see how each of these so-called synonyms would serve a strikingly different purpose.

Scent, fragrance, and aroma all have a generally positive connotation. Scent and fragrance are more frequently used when describing non-food items like flowers, perfume, natural surroundings, etc. Aroma differs slightly in that it often denotes a combination of smells, like a laundry room’s aroma of fresh cotton, rain, and rose petals, for example. Odor, conversely, typically has a negative connotation. You wouldn’t likely want to describe someone’s cooking by saying that it has a “unique odor.” Something with an odor is usually deemed smelly, stinky or unpleasant. So, even the simple practice of matching scenarios to their most appropriate terms helps middle schoolers to begin to see the value in vocabulary. Words are much more than their definitions; they allow speakers and writers to specify more precisely depending on the context or situation.

Teach using synonym/antonym games: Another method to help prompt middle schoolers to step outside of their everyday language boxes involves a modified skit from the game show “Whose Line is it Anyway?” Have students sit in a circle. Explain that students will go from person to person saying essentially the same phrase, “I feel happy.” The catch, however, is that students must replace the word happy with a new synonym each time. If a student cannot think of a new synonym for the initial emotion, he or she is eliminate from the circle. After a while, switch from synonyms to antonyms. For instance, students would respond to “I feel happy” with “I feel…sad, forlorn, melancholy, depressed, low, glum, gloomy, blue, unhappy, negative, sullen, etc. The key here is for students to begin to see the vastness of their options for expressing and expanding upon a simple emotion such as “happy.”

Encourage the use of expressive words in student writing: Once vocabulary instruction is solidly underway, begin to track overused, misused, or “elementary-level” terms in student writing. Prompt students to be more specific when saying that they “went” somewhere. Perhaps they moseyed to the store; strolled to the store; travelled to the store; wandered to the store; meandered to the store; rushed to the store. Again, the point is for students to see the plethora of options at their disposal when writing or speaking. The more they practice, the more equipped they’ll be to say precisely what they mean.