FIAE+Chapter+10+Block+1

[|Synthesis FIAE C10 B1]

|| I believe that it is essential for teachers to give redo’s and extra credit. The whole point in teaching is to know that students understand the material. I believe that when it is time to do an assignment and a student has the motivation to do it perfectly, they in turn should be given to opportunity to do it perfectly. I believe that extra credit should be limited in the classroom, but I also think that it should resemble would which is being done in the classroom. When it does this students can relate the extra assignment to the class and it better prepares them for future lesson and or assignments. ||
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter ten of FIAE deals with when it is OK to redo work. The chapter makes the reader think about what they would like in certain situations, or what would be the most effective and efficient way to do it. As an adult, can you honestly say that you meet every deadline, or if you miss one, you expect your standing to drop? Of course not. Do teachers have time to be grading redone work at the end of the semester because every student who has low grades decides to get motivated? This chapter is basically a list of different strategies to do make-up work, and things to think about when you do or dont use it. || I think make-up work is acceptable. I liked the DMV analogy, because averaging two scores together absolutely doesnt reflect what the student knows. I'm not sure what I would do if the student got a lower grade on a redo. I think I would be pretty mad. Not mad persay, but miffed. I think that there needs to be some effort put forth with proof of that effort if a student wants a retake in my class. I am not going to let them continue to retake tests when they are shooting from the hip and not legitimately trying to learn. That's a real life scenario. ||
 * Audy Melissa || The 10th chapter of Fair Isn’t Always Equal goes over the idea of letting students re-do work. It starts of by stating that one must be careful when implementing such an opportunity. Students and parents must be aware that this is not to be taken advantage of and that students can’t simply re-do work that they did not even try on. Students must make an honest attempt, and if they really do not fully understand the material, giving the student a chance to re-do it can be beneficial. There are many ways to approach this. Some teachers will change the assignment or just have the student prove that they have actually learned the material because re-creating the piece of work is pointless. Students should also sit down with their teacher and create some sort of schedule to lay out when they will achieve their goals. Lastly, when correcting a re-do, it is important to collect the original in order to monitor progress. || I agree that students should be given some chances to re-learn material they may have misunderstood the first time around. However, just as the chapter states, this can quickly be taken advantage of. Students, knowing that they may have a second chance, might pretend to misunderstand something and turn in a mediocre product to gain more time. Yet, some students may try really hard and get a concept wrong which will affect their entire grade, which also doesn’t seem fair. I feel that if the appropriate measures are taken, the method of allowing re-dos can be successful. If the students take the time to re-learn something the right way, they are displaying that they do indeed care about their mastery of the subject. ||
 * Boulter Elizabeth || This chapter was about when and how to have students re-do their work. First, the chapter talks about how it is up to the teacher whether or not they let students do make up work. The teacher is in control but needs to let the students know their expectations as well as their parents. Secondly, students should be treated like you want to be treated. Life happens. Teachers have to live accordingly. Sometimes things are too crazy and a student needs more time or a re-do. Teachers need to remember that students have lives and even if they have a genuine interest in the class- sometimes they’re unable to do their best or have it in on time. Students need to know the expectations, they need to know the policies, but you as a teacher also have to right to deal with it on a case to case basis, just be sure you tell that to your class to avoid problems with parents. Teachers have lives and are busy too. It is too hectic for there to be re-dos during the final week before grades close, make this clear to your students so there are no last minute changes that put a wrench in the works. || Students have lives. We need to understand. However, they also need to be held accountable and stay responsible. By outlining our policies and expectations…but also being human…we can acquire a good balance. Students need re-dos, they need feedback and need to improve, they need to be happy with their final products. As teachers, we need to make sure their product is their best and push them to reach their potential…not penalize them for their short falls. ||
 * Brown Ryanne || This chapter goes over the different ways teachers can deal with students redoing work for full credit. The first portion of the chapter discusses how this type of decision is completely at the teacher’s discretion. A main concern is students taking this chance for granted. To avoid that there is always parent awareness, although in some households that may be complete irrelevant. The chapter also discusses that as teachers we reserve the right to change the format in order for the work to be redone by students. Another suggestion is a calendar of completion for the students to follow and abide by. The idea of grading these redo assignments is also touched on, along with the importance of leaving the final week of grading solely for report cards and final grading rather than taking care of redone work. The most effective element of allowing redone work however, is being able to have the students place their previous work and this one side by side and see the growth and difference in each piece. || These ideas fit well into the ideas of a differentiated classroom, because it considers the students needs. Allowing students to redo work is a big decision that will set the pace for the classroom. I think rules for this sort of arrangement need to be strict and absolutely followed or I fear the students will take advantage of my leniency or take the opportunities for granted. I do not wish for either of these things to happen and therefore would need to know the circumstance of the situation and the nature of my classes to make these types of decisions. I do feel that this technique would be helpful for seeing student growth. ||
 * DePue Margaux || Chapter 10 discusses what terms and conditions teachers and students should draw out for redoing assignments and work. Teachers are the ones who choose whether or not a student can redo an assignment and they must keep in mind how they would feel if they were put in the same situation and how they would want to be treated. Let parents know what has happened and have them sign a form saying that they are aware of the situation and that they would like to request a redo for their child. Teachers can change the format and conditions for work that has been redone to make sure that the student has truly mastered the material. They can also get students in the habit of planning their assignments and organizing their schedules accordingly to prevent this from happening again. When the time comes to grade the assignment teachers should give their students the higher grade and not average the two together. Teachers shouldn’t accept grades during the last week of the grading period since this will give them more stress and should always have students attach a previous draft of their work to the new draft. || I used to hate it when teachers would not allow their students to make up certain assignments even if the student could not make it to class that day. I like the idea of allowing students to make up work but also altering the conditions of the project so that they do not just do the same work over again. I do like the idea of involving the parents and allowing them to know that the student will redo the work, but is this a good idea for all students? Could this result in putting too much excess pressure on the student? The schedule for completing assignments sounds like a great idea as well. All I want is for my students to master the material I teach them, not put large amounts of stress in their lives. ||
 * Dunne Kaisha || Chapter ten takes a look at the conditions teachers should have when allowing students the chance to redo work. The chapter goes in to some detail concerning certain instances where late work might occur, and how to deal with them in the form of some sort of policy (syllabus). It was highly recommended that there be some sort of system that will ensure late work is not just blown off work. One suggestion was for the teacher to rewrite the assignment so students have to show effort in the work.The policies should only give chances to the students who didn’t just blow the assignment off but the ones that had legitimate excuses, even if parents need to be brought in to question why the work isn’t being done ontime. || I like the idea that one of the students in our class said about how their mentor teacher has a 'reasons why my work is late' form and they must fill out permission to get an extension and then have their parents sign it. They must also include when they will be turning it in, with a realistic timeline. ||
 * Hudson Kimberly || This chapter discussed conditions for redoing work for full credit. All redone work is done at teacher discretion. The teacher should also think about how they would want to be treated if something couldn’t get done because of an extenuating circumstance. It’s always nice to have someone say “I understand, it happens.” Another method is to have parents sign the original task and request the redo opportunity for their child. This way the parents stay informed. Also, teachers should not allow work to be redone during the last week of the grading period. || I think this chapter was extremely helpful. I feel that if I let too many students redo their work for a new grade, I am letting them walk all over me. So, I think that I am going to have to set guidelines for it, like if a student was sick the week before the test and has a doctor’s note, I would let them take the test again. However, I know that sometimes it is necessary for the learning process to redo their work so I won’t exclude it. ||
 * Korn Shauna || This chapter talks about redoing work and what are some good conditions to tell your students or to look for when doing this method. Teachers need to look at their students as people and know that if a student normally does better or wants to do better they should be allowed to. Teachers have the power in this position to allow the student to redue the assignment or to not to. What teachers have to take into account is why does this student wish to redue this assignment or what is my basis for thinking about letting them do it over. Once that is established and students are allowed to redue the assignment teachers can add in other material that the student would have to assess so that the teacher sees that they are getting something out of it. There may be reasons as well for a student not doing so well on something and you as the teacher know about it so you allow the student to do the same assignment over again. It just depends on the circumstance. || I think this is great for the students who are just having a bad day or a bad week. I think that we all get them and realize that we are just not doing the best that we could. I know that I would want someone to let me have another chance to redeem myself and show that I did understand the material and that I could do better and give my all. I think that its really important to think like the student when you are contemplating whether or not to give them full credit for the redue. This levels the student and the teacher down to just being human and dealing what life throws at you and that sometimes it makes you have a bad day. ||
 * LaRose Rebecca || This chapter addresses having students redo their work. If the student wants to and will do better, than by all means they should be able to redo their work. Expectations must be known about how long the students have to complete the work and how it will be graded. It is always important for teachers to remember that each student is a human that has a complicated life that includes other classes, and sometimes needs a little longer for an extension. Although you may be fluid with redo policies from case to case, it is important that students know that there will be windows of time, and certain projects where no redo's can be done. || I think that redo's are very important. Even the best student has a bad day, and a grade that they aren't proud of. The redo helps students with motivation raise their grade when they know that they can do better. I also think that it is important to remember that students have lives outside of my class and think about that even when it isn't time for a redo. ||
 * Murphy Amber || This chapter addressed the many issues teachers face when thinking about extra credit, allowing second chances on assignments, and correcting their work to make it better. When students are giving the opportunity to redo the work it is essential for teachers to count the higher grade so the student doesn’t get discouraged. Extra credit in the classroom should be used only on occasion. If given often the students grade will not reflect the work which was accomplished in the classroom. Giving students the opportunity to redo and make up work mirrors the idea of jobs and school allowing students to experience what it will be like in the future. If adults mess up they almost always are allowed to fix what was done wrong and when schools offer the same opportunity it helps prepare the students for real world situations.
 * Nieuwkerk Hannah || This chapter deals with the big question of ‘redoing’ work. It is better to allow students to correct errors and pass the work back in to be graded again. Teachers have the right to give a different format for the quiz/homework to be redone. In this way, the student cannot cheat, or, the assignment might be easier for both the student and teacher because all the teacher wants is to have the student prove he/she understands the concepts. If the student has a hard time planning ahead of time, it might be beneficial for the teacher and student to sit down and plan out each day how he/she is going to study for the make-up quiz on Friday, that way the student has a plan that is laid out. When an assignment is redone, include the old assignment to show improvement, and then the teacher should replace the lower grade with the higher one, not average them. Overall, students should be allowed to redo assignments, because it is more like the real world. If an adult makes a mistake, it is fixed and the adult moves on. And by doing this in school, it prepares the students for this when they grow up. || I think that redoing assignments is awesome. It is a good tool and it gives students an opportunity to figure out what they didn’t understand at first. The only problem I would have to watch out for would be the ‘slackers’ that will take the quiz, fail miserably, figure out what’s on the quiz, then study for that. I will have to come up with a plan for those types of students who take advantage of the opportunity. I also like the idea that fixing errors is what adults do in real life, which is so true. An adult, at work, might wrong the wrong date on a email for a meeting. The adult isn’t given an ‘F’ because she/he wrote down the wrong date, that adult will have to fix it and send another email saying, “Oops! Wrong date! It’s actually November 21st, not the 19th!” Allowing students to fix their work now is preparing them for the future. ||
 * Scheffler Erich || This chapter was about what conditions teachers should give when they allow students to make up work for full credit. One examples the author gave was have the parents sign the original assignment. One tip the book gave when it comes to redos is to always count the higher score and disregard the lower, you should never take the lower score or average the scores together. The rest of the chapter just talked about ways teachers can allow redos, and the conditions for doing so. || I thought this chapter was pretty good. I think allowing students to redo work is a fantastic idea. I think this allows students to really grasp an idea or topic, because they’re learning the same material twice, so they’re studying it twice, so I think redoing assignments is great. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter talked about when to give extra credit and redo. Giving extra credit at the right time depends on what kind of student is involved. Extra credit should be used sparingly. It should not be given too much because the grade of the student is terribly inflated; however, the student should be given the chance for extra credit and retakes because these chances exist in real jobs. Like fats, oils and sweets, a redo or extra credit should be used sparingly. || I think that extra credit can be used as a way to help some students who have had some bad luck with their grade so far and need to improve. I actually would like to use extra credit as an opportunity for the students to learn more if they want. Extra credit needs to be used in moderation like alcohol should be. If too much extra credit is given, the grade ends up being too inflated and then I am up to my eyeballs in extra work. I think that extra credit has its place, but needs moderation. ||