Reflection: Accountability Improving Variety & Flow with Subordinate Clauses and Rapper Style - Section 2: Introduction


Well, today's No Red Ink quiz definitely led to some heartache on my end!  I was so enormously disappointed to see that quiz scores hovered around an average of a low D!  With so much practice available to students, remediation, and repeated exposures, I thought that certainly students would take control of their learning and knock it out of the park.  Unfortunately, that did not happen.  During the quiz, I saw a lot of frustration with students getting answers wrong that "seemed" correct to them.  I wondered to myself if they shared this same frustration when they were completing the homework assignments and corrections, but I don't think that they did or they would have been driven to find out what they were doing wrong, learn the rule, and fix it.  Right?  Well, obviously, I have no idea what the cause was for this low average, but I did talk to my students about it immediately after the quiz.  I've found that instead of stressing out about these issues, questioning myself about the possibilities, or flat-out reteaching concepts without investigating WHY student results were what they were, I should just ask my students.  They will tell me!  

The conversation was definitely a fruitful one.  Students immediately copped to not thinking while they were completing the assignments.  They did not report that they tried to make any kind of connection or pattern with the questions they were getting wrong (to try to determine a general rule they were struggling with), but they did express remorse for NOT using the resources available to them.  I definitely stressed the demands placed on them by the Common Core (and my classroom expectations!) to come to class prepared, ready to go, and at their best.  We also talked about the greater degree of responsibility in their own learning they now have, as they are Juniors and nearing the college age where any glimmer of "training wheels" will be off.  They seemed receptive of the discussion and did accept responsibility.  

Following the discussion, we brainstormed ways we could "right" the situation for next class period.  They agreed to do more skill work, this time while thinking, and I agreed to provide further instruction during the next class period to address the questions that they could not answer on their own or through the No Red Ink platform.  We also agreed to retake a subject/verb agreement for averaged credit with this quiz score.  I don't want to erase the grade entirely, as the low grade was primarily a matter of a lazy choice, but I do want to encourage them to keep practicing until they actually master the skills.  Shutting down their hope of bettering that grade would take away the motivation for learning the skills in many cases.  We are still working toward finding education intrinsically motivational, but we are not there yet for 100% of students!  

Ultimately, though I was disappointed with results, I was appreciative of my students openness in explaining what happened with the quiz and their willingness to put in more effort for the next time around.

  Student Study Habits Lead to Disappointment
  Accountability: Student Study Habits Lead to Disappointment
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Improving Variety & Flow with Subordinate Clauses and Rapper Style

Unit 3: Romanticism & Transcendentalism
Lesson 5 of 8

Objective: SWBAT construct complex, varied sentences using appropriate subject/verb agreement and incorporating subordinate clauses to add interest, depth, and style.

Big Idea: While I'm not saying students should go Joyce-style with 4,391-word sentences, adding subordinate clauses for interest couldn't hurt, right?

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adverb adjective clauses lesson
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