Students grading teachers essay

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Students grading teachers essay

Contact the author - author bio - more links Creating, Learning processes, and Grading? Process, effort, and participation are good ways for learning to occur.

Copying or imitating may make it easy to produce a product, but it probably does reflect learning to think and feel like an actual artist. Working at the art process by thinking like an artist helps students learn to think and develop new skills and abilities, both mental and physical.

Learning the art process requires practice in generating and developing ideas. Students learn to make compositional choices. This is when thinking skills, problems solving skills, and dexterity skills are practiced.

I think that most educators and parents expect a grade to be based on learning to think and feel on our own. Some may misunderstand and feel that grades should only be based on the end products on the artwork itself.

Lois Hetland 1 and her coauthors, Studio Thinking, list eight habits of mind learned in studio art classes.

Students grading teachers essay

If we agree Students grading teachers essay these, it makes sense that they should also be the basis of our grading. Their eight habits are: There are many ways in which studio art classes provide unique learning opportunities that are crucial life skills that go way behond the abilities needed by artists.

For me, studio art class is a wonderful messy place where all kinds of wonderful stuff happens. When we grade art students, we need to tell our students in advance that we are looking ofr the kinds of learning and growth that are unique to art classes.

If we fail to tell them, post them, and so on, it will be unfair. They will come with the assumption that art class is graded like every other class.

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They will assume that the teacher will grade their end product. I have put together a list, but every art teacher will have a special list, and every art teacher has to be honest about how much credit they are actually giving for the the end product artwork in their grading.

My approach is to use the end product as one kind of evidence of learning. This is my list of the kind of things I want to see learned in studio art class: Many of these are not very important in other school subjects. Therefore, as art teachers, it is even more important to recognize our students for doing well in these categories.

What is your list? Mastery of creativity strategies -- If I know that accomplished highly creative individuals have certain traits and strategiesI need to assess my students accordingly, and they need to realize that these traits and thinking strategies may help them become more creative.

Are they learning to habitually use creative strategies? Imaginative ability -- Are my students becoming more imaginative or more dependent on preconceived ideas? Visualization ability -- Do they sketch things to see how well things will work? Imagination and visualization are very closely related.

Divergent thinking -- In the typical classroom, a lot of problem solving is taught as convergent thinking. There is one answer, and students have to figure out the one right answer.

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In art and in life, most problems have many alternative solutions. Where and when do our brains get practice in divergent thinking? Studio art class is the ideal place to ask for multiple alternate ways to approach a problem. If we were wired to a brain scan, empathy neurons would be lighting up.

Sandra Effinger -- MsEffie's LifeSavers for Teachers

During critique sessionswe learn to phrase our questions in ways that other art students will become more aware while being encouraged and affirmed.

Studio art may be one of best places for students to learn empathy. In the art world, there is an assumption that creative artists generally are isolated in studios.In math, for example, the teachers rated most highly by students delivered the equivalent of about six more months of learning than teachers with the lowest ratings.

QuizStar is a FREE Quiz-making Tool! Use QuizStar to create online quizzes for your students, disseminate quizzes to students, automatically grade quizzes and view the quiz results online. Grading Student Work. Print Version What Purposes Do Grades Serve? Developing Grading Criteria Making Grading More Efficient Providing Meaningful Feedback to Students Maintaining Grading Consistency in Multi-Sectioned Courses Minimizing Student Complaints about Grading What Purposes Do Grades Serve?

Barbara Walvoord and . Educators curious about what their students think of them can log on to where teachers are rated on a scale of 1 to 5 in the categories of Clarity, Helpfulness, Popularity, and (controversially) “Easiness.” They can also fill in a comments box, where remarks range from positive and constructive to downright nasty .

ParentVUE and StudentVUE Access. I am a parent >> I am a student >>. The teachers went through grading when they were in school so it is not needed by the students. They already get graded by the school, district, and state so there is no need for the extra grading by a student.

From Degrading to De-Grading - Alfie Kohn