Comments About Grades

Dear Parents and Students,

I've just finished calculating the grades for the second semester.  Please remember that I am a ‘tutor,” and  these are suggested grades for you as homeschooling families to consider.

Some students handed in assignments on the last day of class.  If those change the score and grade, I will send adjusted grades next week.  (I’m currently on vacation in Florida!)

Before I send them, let me again share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery and diligence.  We didn't proceed with a topic until they were ready no matter how long that took. 

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reward for working hard, being diligent, and understanding the materials.  Incentives and consequences are a part of life; God uses them, too.

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

For this class, I gave points for attendance, participation, short assignments and longer papers.   I tend to be an "easy grader" and like to see my students encouraged to do their best.  Becoming a good writer is hard work, and too often students are discouraged before they’ve given themselves a chance to succeed.

Each student (and parents) will get an e-mail with percentages and suggested grades for this semester. 

Blessings,

Tammy Prichard

Writing 1 Class Notes -- May 8

Greetings!

We're done!  This has been a great group of students and I feel privileged to have had the opportunity to teach them.

Even on the last day, we had a Quick Write.  I asked the students to be a bit reflective about their involvement in the class this year.  They answered these two questions: 1)List 3 things you've learned in Writing 1 this year; and 2)Tell how you've improved in Writing 1 this year.  I had each student share something.  In addition to some funny comments, I heard statements about essay writing, literary analysis, and grammar points.  I feel confident that we've all learned some important "stuff" this year.

For the next part of our class, each student took a turn sharing some poetry they had chosen.  They don't love poetry, but I think they're developing a greater appreciation for those metered lines that rhyme and have deeper meanings.

The last section of the class was an unusual, and a bit unconventional, "final exam."  We played a Bingo game in which I gave clues; the answers on their cards were from our literature and writing discussions.  The Bingo prizes were books that I had gotten from the "Great Northfield Book Raid."  ($4.00/ bag)  

I have almost have all of the grades compiled.  A few students have handed in more assignments that need to be figured into their totals.  I'll have grades out to you next week.  

Have a great summer!  I hope to see many of these great students again next year!

Tammy Prichard

Writing 1 Class Notes -- May 1

Greetings!

We're so near the end of our CHAT classes that I almost forgot to write my weekly note to parents. 

As always, we started the class with a Quick Write.  Since Tuesday was May Day, I had the students write words that rhyme with "May" and then to use those words to write a poem.  Again, the students were creative.

I collected the Re-Writes and any outstanding assignments.  I also handed back their worksheets from our literature study and their essays about A Connecticut Yankee in King Arthur's Court.  We discussed, again, some writing issues that came up in their essays.

Last month was National Poetry Month, and we continued our discussion about the poetry selections.  We started our discussion with a favorite of mine, "The Red Wheelbarrow" by William Carlos Williams.  This is an imagist poem that some students liked, and some didn't "get."  I like it in part because of the visual image and how the phrase, "so much depend upon....."  seems to hit me.  We also discussed by son's poem which was selected from a number of entries to be part of the Sidewalk Poetry Project of Northfield.  Below are both poems. 

Next week is our last week.  I've asked the students to do some brief reviewing of the short stories, ACY, and the poetry.  I'll have a cooperate "final exam" for next week.  I also want the students to come prepared to recite a poem as part of our final.  They can choose a poem from our book or from another source.  They could also write one of their own, but it needs to be at least 8 lines long.



"The Red Wheelbarrow" by William Carlos Williams

so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white
chickens.


"Untitled"
I long for the thunder to wake me
For the lightning to shock, to shake me
For my thoughts to rule the night
For the weather's heartless bite.


Looking forward to next week.  I have some surprises for the class.
Mrs. Prichard