The elite private schools are getting rid of grades altogether.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Aren’t letter grades pretty artificial as it is? Tests give objective numbers, yes, but they are generally given under artificial time constraints that favor those who can do it faster, not necessarily better. Also, many classes have a “participation” component that favors the extrovert who waxes philosophical nonsense to buffer test grades, while the introvert kid who deeply understands material may not. There is a lot of room for subjectivity there.

Also the difference between an 89 and a 90 is 1.1% but the difference between an A- and a B+ is >11% even though the A- student was “better” than the B+ student by the slimmest possible amount.

Finally, the meaning of letter grades is not fixed. In the middle of the 20th century the median grade was a C. Now the median grade at Harvard is an A. I don’t know if rampant grade inflation is good, bad, both or neither, but I am confident is not as “objective” as people like to think.

I know! Exactly! Just can all forms of measurement. Just set a low bar, call it mastery or proficiency, and watch everyone soar!!

Introverts are very capable of expressing our thoughts, thank you very much.

Teacher assessments for dc definitely negatively affected by introversion / except for the few who get you can be quietly very engaged with material …

[Anonymous]

Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

[Anonymous]

When Pomona calls and asks for the top student who is “going to make a difference” who do they say? They say the kid with the fire in their belly. Who also isn’t stupid… hopefully…

[Anonymous]

Anonymous wrote:In other words, you can't name any specific school which "constantly focus[es] on that." I'm fairly sure that no DC area school falls under this category.

Focuses on what? Is this the right thread?

[Anonymous]

Anonymous wrote:

Anonymous wrote:In other words, you can't name any specific school which "constantly focus[es] on that." I'm fairly sure that no DC area school falls under this category.

Focuses on what? Is this the right thread?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just sit and chat about the latest SJW book out.

And this describes which school's core curriculum?

And school that ignores or downplays the basics to constantly focus on that. Opportunity cost of time in k-12 education is real. Only so many hours in a day or week. And year in America. The lost education really compounds.

[Anonymous]

So this thread started a few years ago. Have any local schools actually stopped giving high school grades?

[Anonymous]

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

Some teachers, not many though, find subtle ways to engage introverted students in meaningful ways.

Being introverted is mostly genetic character trait and these students can still offer a lot when given the opportunity.

For example, asking students to email them each week with questions/ areas of special interest to deep dive into - so they do not have to compete with loud students to focus attention on pets of curriculum that pique their interest.

This sounds trite, but not calling on the same five students and keeping a log of who has contributed to try and keep inputs more even.

Making class room safe for different types of personalities by validating different forms of engagement. For example, submitting observations in writing as well as speaking up.

Probably veteran quality teachers have more ways they manage introverts. Quality of teachers makes a huge difference for introverted students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Aren’t letter grades pretty artificial as it is? Tests give objective numbers, yes, but they are generally given under artificial time constraints that favor those who can do it faster, not necessarily better. Also, many classes have a “participation” component that favors the extrovert who waxes philosophical nonsense to buffer test grades, while the introvert kid who deeply understands material may not. There is a lot of room for subjectivity there.

Also the difference between an 89 and a 90 is 1.1% but the difference between an A- and a B+ is >11% even though the A- student was “better” than the B+ student by the slimmest possible amount.

Finally, the meaning of letter grades is not fixed. In the middle of the 20th century the median grade was a C. Now the median grade at Harvard is an A. I don’t know if rampant grade inflation is good, bad, both or neither, but I am confident is not as “objective” as people like to think.

I know! Exactly! Just can all forms of measurement. Just set a low bar, call it mastery or proficiency, and watch everyone soar!!

I never said get rid of all forms of measurement. I said simply the letter grade system is not great. It’s not even good. It both creates distinctions without differences and equates performances that are distinguishable. But I don’t think we should eliminate measurement or accountability. For DC to have so many educated adults, there is a lot of logical drivel here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

Some teachers, not many though, find subtle ways to engage introverted students in meaningful ways.

Being introverted is mostly genetic character trait and these students can still offer a lot when given the opportunity.

For example, asking students to email them each week with questions/ areas of special interest to deep dive into - so they do not have to compete with loud students to focus attention on pets of curriculum that pique their interest.

This sounds trite, but not calling on the same five students and keeping a log of who has contributed to try and keep inputs more even.

Making class room safe for different types of personalities by validating different forms of engagement. For example, submitting observations in writing as well as speaking up.

Probably veteran quality teachers have more ways they manage introverts. Quality of teachers makes a huge difference for introverted students.

Some of my best students have been introverts, at all ages from middle school and up. Corresponding with them privately often reveals a wide range of interests and a desire for extra work. Their submitted work is often superior in part because they aren't friend-focused 24/7 so they focus better on schoolwork. And finally, teachers learn to cold call as much as asking for volunteers to answer, including everyone at one point or another.

These crass generalizations about teachers and introverts are shallow at best.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

Some teachers, not many though, find subtle ways to engage introverted students in meaningful ways.

Being introverted is mostly genetic character trait and these students can still offer a lot when given the opportunity.

For example, asking students to email them each week with questions/ areas of special interest to deep dive into - so they do not have to compete with loud students to focus attention on pets of curriculum that pique their interest.

This sounds trite, but not calling on the same five students and keeping a log of who has contributed to try and keep inputs more even.

Making class room safe for different types of personalities by validating different forms of engagement. For example, submitting observations in writing as well as speaking up.

Probably veteran quality teachers have more ways they manage introverts. Quality of teachers makes a huge difference for introverted students.

Some of my best students have been introverts, at all ages from middle school and up. Corresponding with them privately often reveals a wide range of interests and a desire for extra work. Their submitted work is often superior in part because they aren't friend-focused 24/7 so they focus better on schoolwork. And finally, teachers learn to cold call as much as asking for volunteers to answer, including everyone at one point or another.

These crass generalizations about teachers and introverts are shallow at best.

You are one teacher, I am talking about our experiences with two introverted children at seven different public and private schools.

In our experience, at least half, if not more, of the teachers need more training in creating safe spaces for introverts to participate in meaningful ways. I have even heard teachers confidently declare that introverts ar boring. Others place emphasis on class participation without creating safe spaces for quieter students to to do so.

I am not sure what you find crass about experienced parents describing room experiences that shut down their introverted children.

The implication for this thread is that I am not confident that giving teachers too much control over qualitative evaluations in place of GPAs will serve all students well. I am sure it could serve some students well but by no means all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

Some teachers, not many though, find subtle ways to engage introverted students in meaningful ways.

Being introverted is mostly genetic character trait and these students can still offer a lot when given the opportunity.

For example, asking students to email them each week with questions/ areas of special interest to deep dive into - so they do not have to compete with loud students to focus attention on pets of curriculum that pique their interest.

This sounds trite, but not calling on the same five students and keeping a log of who has contributed to try and keep inputs more even.

Making class room safe for different types of personalities by validating different forms of engagement. For example, submitting observations in writing as well as speaking up.

Probably veteran quality teachers have more ways they manage introverts. Quality of teachers makes a huge difference for introverted students.

Of course, some teachers are great. This thread is focused on what happens if grades are left entirely to narratives from all teachers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers don’t give high marks to introverts who don’t speak in class, argue their thoughts, or ask for the rec.

But some do let the loud mouth extroverts dominate the conversation and reprimand those who try to interrupt or interject to get a word in edgewise, which shuts them up.

Some teachers, not many though, find subtle ways to engage introverted students in meaningful ways.

Being introverted is mostly genetic character trait and these students can still offer a lot when given the opportunity.

For example, asking students to email them each week with questions/ areas of special interest to deep dive into - so they do not have to compete with loud students to focus attention on pets of curriculum that pique their interest.

This sounds trite, but not calling on the same five students and keeping a log of who has contributed to try and keep inputs more even.

Making class room safe for different types of personalities by validating different forms of engagement. For example, submitting observations in writing as well as speaking up.

Probably veteran quality teachers have more ways they manage introverts. Quality of teachers makes a huge difference for introverted students.

Of course, some teachers are great. This thread is focused on what happens if grades are left entirely to narratives from all teachers.

Exactly - I agree with apPs that this disadvantages introverted and shy/ anxious students …

[Anonymous]

As does the application process for private schools. Any thoughts on how to improve the process at your school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In other words, you can't name any specific school which "constantly focus[es] on that." I'm fairly sure that no DC area school falls under this category.

Focuses on what? Is this the right thread?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just sit and chat about the latest SJW book out.

And this describes which school's core curriculum?

And school that ignores or downplays the basics to constantly focus on that. Opportunity cost of time in k-12 education is real. Only so many hours in a day or week. And year in America. The lost education really compounds.

Sounds like at least one if the SJW progressive schools in DC. And I’d agree. They’re happy to let you go whatever speed or slowness your kid wants.