Quoting the Quote

Sometimes it is daunting for a teacher to realize how often a skill has to be practiced before it becomes part of a student's toolkit. In 11th grade, we recently assigned a paper that seemed to me a straightforward exercise in passage analysis. However, the results reminded me that students need lots of guided practice before they understand what "focusing closely on a specific passage" actually looks like.

Fortunately, we have Daren and Benji on our team.

Daren and Benji have created an admirable document called "Tips for Integrating and Analyzing Quotations." It describes a couple of different approaches to working with quoted material. My favorite part of this document is the use of mnemonic phrases, for example: your evidence is not self-evident. This point emphasizes that quotations in analytic essays must always be followed by your ideas about what the quote shows. Quoted text is meant to support your argument rather than stand in for it.

Even more memorable for me has been the exortation to "quote the quote!" This catchy phrase captures the idea that one way to work with quoted text is to pull out and focus on individual words or phrases and relate them back to the idea you are trying to prove. This high focus on particular elements of quoted material is called "quoting the quote."

I have been getting a ton of mileage out of this document ever since Daren left it lying around carelessly on his desk...If you'd like to get some mileage out of it too, it is available on my teacher page (and Daren's).

Index Cards

I have decided that there is something inherently fun about index cards. Deceptively dull in appearance, index cards can enliven a classroom in many ways. They add an element of chance and can be used to support a heightened level of student participation. I would love to hear from any of you who have had success with this humble office product and submit a few ideas here for you all to adapt if you like.

Idea #1. Write passages from a reading assignment on index cards (with page numbers in case a closer look is needed). Pass the stack in class and have students take turns reading a card aloud. Students share their responses; when the discussion subsides, the stack is passed to a classmate and a new card is drawn.

Idea #2. Give the students the index cards for homework: ask them to inscribe a card with a passage which strikes them for any reason--as beautiful, painful, wrong, confusing, funny. Use this student-generated collection in the same way you'd use cards which you yourself had prepared. The difference is that as the class responds to each prompt, the student who prepared the card can share responsibility for shaping the discussion.

Idea #3. Divide the class into groups of 3-4. Write discussion questions on index cards and give the groups 5-ish minutes for each. You can ask different kinds of questions, including:

a) Personal Response questions, such as "Does Eliezer do the right thing when he lies to his relative from Antwerp?"

b) questions about Authorial Choices, such as,"What effect do the anachronistic moments
in the text have upon the experience of the reader?"

and

c) Interpretive questions such as: "What do you notice about the role of shadows in this memoir ?"

Benji has a "popcorn rule" which I find useful: just as popcorn reaches a steady roar on the stove, so a good discussion starts out a bit slow, warms up and then cooks for a while before subsiding. In doing any activity, listen for the roar, and when it starts to subside, initiate the next step in the process--i.e. pass the card!

New Sections

In the Upper School, we'll all have a new group of students next week. There are advantages and disadvantages to mixing things up in this way, but a clear consequence is that teachers need to re-establish class expectations, just like we did in September. As Ellen never fails to mention, these first two weeks are an important window. It's always easier to start off a bit strict. I have concluded over the years that students like a bit of rigor in the classroom. It lets them feel that they are stepping up to something, instead of just carrying on in a comfortable slouchy way. It's a balance, of course. You want your classroom to be somewhere your students enjoy being.

I was reviewing the files that Heather created last year and came across a number of ideas for working with new students. Daniel sometimes groups the students in a few different configurations on the first day so that the class has seating options during the quint: students arrange themselves alphabetically by first name, alphabetically by last name and also in the order of their birthdays. During the first few days of class, Tim sometimes does a version of Two Truths and a Lie: students write down on an index card two facts about themselves and a falsehood. These can be read aloud and guessed at, several right away and the rest from time to time during the quint. I think I will avail myself of Scott's "Find Someone Who" idea: I will distribute index cards with names of figures we have studied written on them and have students find a partner whose figure is linked to their own: Vladimir Lenin and Leon Trotsky, for example, or Kaiser Wilhelm and Czar Nicholas. The pairs of students can then explain the connection. This enables us to do a warm-up while also reviewing the year so far. For me, it makes more sense to do this mixer on the second day of class. For one thing, the content of the curriculum is serious at the beginning of Quint III and the tone of our first meeting needs to reflect this. Secondly, having a focused and business-like first day is one of the ways I implement Ellen's September reminder about setting expectations. I find the energy at school tends to be high and loose enough on the first day without my doing anything to stir it up.

Student Evaluation

Having completed Teacher Evaluations, my thoughts have turned to student evaluation. Turns out, "student assessment" is a huge topic but a few general principles seem to show up in education journals and websites with some regularity. These include:

1) Grades with no explanatory feedback are of little value, but explicit corrective comments are powerful teaching tools.
2) Feedback is optimized when students are given opportunities to try again and get it right.
3) Feedback delivers the most value when it is prompt. The longer students have to wait, the less they get out of whatever comments we provide.
4) Rubrics help students focus their efforts and gauge their own success.
5) Involving students in the evaluation process increases its value.

I have to say, I think we're doing a lot of things right at Northwest. We've got principles # 1 and 2 covered and we're working on #3.

In terms of #4, I know I don't use formal rubrics very often. Heather and Suzanne developed one for analytic essays, which I sometimes use to show my students what distinguishes an "A" from a "B" paper. Grade 11 uses a kind of rubric with the research paper. Benji has developed an invaluable "Illustrated Guide" to essay writing and Daren just created an excellent primer on text analysis. None of these are exactly rubrics, but they all offer explicit criteria and some models for students to follow. And of course, there is the Essay Checklist! (All these can be downloaded from my Teacher Page, thanks to our colleagues who agreed to share them.)

I guess I am least sure of #5. Of course, conference offers a prime opportunity for informal self-assessment. Once in a while, I have my students submit a narrative self-evaluation on the back of their essay checklist: they assess the strengths and weaknesses of their papers and share any challenges that came up in writing them. This is a valuable exercise, but I think it might be the only opportunity for formal self-assessment that I offer my students. I am thinking about turning over part of my Quint II evaluations to the students' own comments, but I find myself hesitating--which is interesting. Why am I so reluctant to share this responsibility with the people it most concerns? Am I afraid they'll do a bad job?

Teacher Evaluation

Even though I should be used to it, I still feel apprehensive when Teacher Evaluation rolls around. At times, I have even entertained rebellious thoughts about this process: why should we entrust so serious a task to students who don't take it seriously? Why should evaluations be anonymous? Why should we have to submit these to our supervisors?

And these were just the internal rebellions...at times my rebelliousness has affected my behavior as well: last year, Peter and Amy's Peer Mentors created an updated Teacher Evaluation form. Several of my colleagues tried it out with their students but I didn't get around to making the switch. I suspect that on some level, I realized this more focused form might generate more focused feedback.

This week, I am experiencing the usual apprehension, but I have decided to embrace Being Evaluated this year--not so much because I am suddenly hungry for more focused feedback, but because I think there is a danger if someone in the position of evaluating others tunes out the experience of being evaluated.

Today one of my students complained about 3 points she'd lost on a recent test--a test on which her overall grade was a 92%. I have to admit, I was irked. 3 points? A 92? For this, I have to negotiate and defend?

Then I thought about how much criticism sticks in my craw: who is that? what are they talking about? It is tough to receive "negative" feedback when you have done your best--and yet this is the position students find themselves in all the time. So this quint, I am breaking out the Peer Mentor evaluation form. I am not expecting to receive more praise this way, but I am open to remembering what it's like to be vulnerable to assessment-- and to finding ways to make the experience of assessment as empowering as possible.