FIAE+B2+Chapter+10


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Dani
This chapter discusses the conditions for redoing assignments that students didn’t do well on the first time. Most of the conditions are for teacher sanity but a few of them are also to keep the student honest. For example, making parents a part of the process and reserving the right to change the format of the redo. This chapter affects me because it gives me some ideas on how to go about giving my students second opportunities to prove that they know the material without being duped or overrun with work. It affects my class because if my students have the chance to redo an assignment that they had trouble getting done due to outside circumstances they can without having to beg and plead and explain the situation they may not want me to be aware of. It would be unfair to not allow a student a redo because they were embarrassed to tell me they were at the hospital or a relative died.
 * Chapter 10**

Cam
Chapter 10; Conditions for Redoing Work for Full Credit This chapter highlights the “rules” of how students should redo their work for full credit. First, retaking is not to take for granted because students will take advantage of it. If a student needs to take a redo and does worse, then teachers should take the higher of the two. The material might have to be presented again to the student, but do not take the redo if it is lower or average the two. If students are going to retake something, it is more convenient for teachers to have them take it not long after the original assignment. Also, when students complete a redo it is important to connect the original copy to it so students and teachers can see the progress. This chapter impacts me as a teacher because I was one of those students that would take a retake and do worse. I was just never good at taking tests and quizzes. Teachers would say that I was not studying enough, but the truth is that sometimes I would even over study. Just the idea of taking a test would freak me out. My students will be impacted by this chapter and my personal experience because I can incorporate labs experiments into their test grade. Therefore, students will not become overwhelmed about a test, but yet still have to study enough to know the material. It will all even out to the work that is needed.

Jason
This chapter discusses how and when to allow students to redo their work. As I had said earlier in my blog, I am skeptical about allowing students to make up assignments if they bomb them; obviously, if there was a family emergency of some sort than I would allow it. Now if I were to change my mind, I think this chapter offers some great ideas of how to allow a full credit redo. I liked the idea of allowing students to only do it twice a marking period; I also liked the idea of having parents sign a contract in the early part of the year letting them know of the rule. But most importantly, I think it is important to have both the new copy and the old copy together so that you can see if the mistakes were really fixed, and it also shows growth and learning. In school, the only times I was able of redoing work would be in English class, when we would get more than one shot to fix a paper – my teachers never allowed for redoes on tests. When it comes to my classroom, I am still up in the air as to if I would allow redoes; I did like the idea that as a teacher you could revoke the privilege if you knew a student purposely blew off an assignment just so he or she could redo it. Time will tell, but I hope I will have a good idea of my plan by the end of practicum.
 * FIAE Chapter 10: Conditions for Redoing Work for Full Credit **

Marcy
This chapter states at the beginning that all work a student does should be allowed to be redone. However, as with any privilege it can be abused and for a teacher’s sanity the chapter gives some tips as to avoid that. One suggestion was that the parents and the students sign a contract that gives the teacher the right to withhold the privilege if abuse is suspected. After all students are growing and for the sake of integrity it may be a lesson the student needs to learn. As adults we know that sometimes life gets in way even of our best intentions and mercy is well deserved. As teachers we should not feel the need to withhold that mercy from our students, if they need a due date to be extended. To keep the communication lines open, some teachers have the parents sign the original task in order for the student to redo the assignment. Sometimes the original assignment was a huge project that was tedious and took a lot of time. It might be easier to test the student’s mastery of the material by some other form, such as an oral test. This is okay as long as the teacher communicates the change to the student well in advance. If however, part of the mastery is embedded in the process of making the project, sitting down with the student to work out a plan of attack, or how the student plans on completing the assignment on time while keeping up with current work is a good idea. When a student retakes a test, it should not be averaged with the first score. In real life that is not the case, it should not be the case in the classroom. The student knows the material now, why punish them for not knowing it before. This affects me as a teacher to know the importance of allowing students to redo work. I especially like the idea of students writing not only the correct answer when the assignment is redone but also what was the mistake they made and how they would do it differently next time. This affects my students by allowing them the opportunity to show their true level of mastery and give them the encouragement to keep trying to learn even if they do not understand the first time around.

Nicholas
**Chapter 10:** This chapter discusses the topic of redoing work for full credit. This hits home for me because I have always been a procrastinator and it didn’t matter how long the teacher gave me to complete an assignment I always waited just as long as I could to complete the task at hand. So for me it would have helped to make the deadline shorter so that I was forced to do it rather than making the project a long term deal, in which case I just had more time to put it off. You have to work with your students and understand their situation in order to determine appropriate deadlines, but for someone like me the sooner the better. As a teacher I am going to work hard with my students to complete tasks on time. I hope that my students feel comfortable communicating with me what is best for them. Again, as long as the focus is mastering the material and achieving goals than the work is worth it in the end.

**Andrew D**
This chapter is about redoing work for full credit and when it should be allowed. Most teachers often allow students to redo work for full credit. This is fine, but teachers should only allow work to be redone at their own discretion. Teachers must weigh the options of whether or not they will let students redo their work based on issues like character, blowing off the original work, or honesty. Teachers must not let students abuse their system of redoing and if they do they need to modify it. Another thing teachers can do is change the format of the work the student is redoing. Sometimes changing the assessment needs to happen. The last thing the chapter talked about is what to do when the student gets a worse grade on the redone work compared to the original work. Teachers need to investigate why this happened and interview the student to figure it out. When deciding which grade to choose between the two, always choose the highest. This chapter impacted me because it gave me a good idea on how to handle students redoing work. It will impact my classroom because I will allow my students to redo work at my own discretion. If students do not deserve another chance I will not give it to them. If they do, then they will be given the opportunity.

Lizzie
This chapter, after reading the last three chapters, really makes me think about how “mean” or strict I will be as a teacher. It talks about the conditions under which a student would be able to redo an assignment if they do poorly on it the first time. I think that this is a hard situation to consider. This may be one topic or situation that will be decided on when I have come to know my classroom environment and my students better. I believe that if I am too lenient then my students can take advantage of a good thing, of something that was intended to only be there as a means of last resort. There is no way to fully prevent this circumstance from appearing in the classroom. There will always be students who want to redo something or earn a higher grade or even just want bonus points. But keeping the lines of communication open and really connecting with the students are the only ways to help yourself as well as your students succeed on any assignment or with any material. The number one thing that comes into question when deciding whether or not to allow a student to redo an assignment, project, quiz, or test is the condition under which they did poorly in the first place. If a student has a hard time with taking a paper test and I noticed that they know all the material when talking to me, maybe an oral exam would be more beneficial. If they knew the material but a personal or another extraneous circumstance outside of the class prevented the student from concentrating then maybe a redo is the best scenario. However if a student, when speaking with me, simply does not know the material, did not study, and took no pride or effort in preparing for the quiz, test, assignment at hand- why would a redo benefit this student? I think it would be more beneficial for them to take the lower grade, suffer the consequences of being unprepared, and learn from their mistakes. The only trouble with this way of thinking is that some students may not care whether or not they receive low grades. This is when motivation and great teacher-student interaction comes into play.

Jenna
Chapter ten of __Fair Isn't Always Equal__ tackles the difficult issue of redoing assignments. The chapter explains many things an educator can do in order to make redoing work more manageable. The first method is requiring the redone work to be completed at the teacher's discretion. Reserving the right to rescind a retake brings up the opportunity to discuss the problem with the student and make sure that they get back on track. If a retake is necessary, then the teacher should allow the student to do so. However, teachers should have the parents of the child sign the original work, in order to ensure that the families are involved in their child's academic careers, as well as hold the students accountable for their work. The second method suggests that teachers need to keep in mind that the students want to be treated like adults. I remember that when I was a student, I disliked when teachers always treated us like little kids. They never made us take responsibility and when we tried to, they would sometimes put us down for not passing in the assignment on time due to us trying to complete the work correctly. In the "real world", adults are given more time and second chances all the time, as long as it is not a chronic incident. The third method is for teachers to change the format for redone work and assessments. By changing the task, students will be more responsible for thier learning- there is a greater chance of deep-seeded learning. Above all, teachers must always communicate with their students. I found this to be very valuable because I want to help my students figure out what they can do to catch up without making them feel that they have to learn at a certain pace.

Ben
When it comes to redoing work be careful and cautious. If your not, students will take you for advantage. Create rules or a policy sheet on redo work that both students and parents sign at the beginning of the school year. This is good when a parent is complain about not letting his/her child redo something, you are able to reference your guidelines and explain to the parent what rule this breaks, and that they signed it agreeing to the terms. Teachers should also be conscious of how much work a redo will require, its senseless to have a student redo a whole project from scratch when only one aspect of the project needs to be fixed. Redos should not be allowed during the last week of grading, since you would have all your students doing redos. Also, students would only be doing this not for mastery, but for a grade. I believe redos are good idea, but its not intend for the grade aspect; no, it is for the mastery aspect. As I have said before, and probably said again; we are here to teach students a certain set of skills to master to help them succeed in life. Just letting them squeak by on other criteria other than skill mastery is unacceptable.

Lindsey
This chapter discusses students’ ability to redo work. While we do not want students to use meaningless extra credit assignments to make up for significant work done in the class, it is reasonable that students should be permitted to conference with the teacher and continue to improve the work they have done. While this takes longer for the teacher, the primary idea is to encourage students to do better, thus making up work should always be an option. After conferencing with the teacher, the student will have a better idea of what is expected and be much more likely to succeed on the assignment.

Andrew F.
I think the best way to decide whether or not a student should be able to make up the work for full credit, is placing yourself in their situation. So often in high school I was not able to receive all the points for assignments because of criteria that I might have misunderstood or because it was a day late because I forgot. As educators our job is not to play bad cop all the time, but showing compassionate to students that are not taking advantage of some leniency to late work.

Deadlines are something that are very important to meet, and it is a very important lesson to teach students so that they are prepared to face life outside high school. But obviously we have to treat students like adults so that they can feel respected as individuals and can give respect to their educators in return. But also being very clear about expectations and being firm with your policy is something that is really important.

I think the only students that deserve full credit on work that is late should be special cases, and I feel that what the chapter suggested as ways to deal with this problem will be very effective tips to use when thinking about judgment and balance of power/respect when I have my own classroom.

Ted
Chapter 10 was about something that I feel very passionately about – full credit work redos. When the author said that in some situations, mostly when the issue is the student’s character, it is better for the student’s learning to rescind the option to redo work, I agreed – while redos are allowed in life, they’re generally not preferred. Also, bragging about knowing how to rip off the system is not a life skill. I agreed with most of the segments listed in the chapter. Not allowing redo work during the last week of the grading period sounds like it prevents many stressful situations for the teacher – as long as the students are well-aware of this policy. Of course, as mentioned before in Chapter 7, it is important for a teacher to be able to bend if it will facilitate learning in one or two individual cases.