Fourth
Grade is considered a "turning point grade" in the field of education.
It transitions a child from the primary level learning to the
intermediate level. With this transitions comes a host of changes;
academically, socially, emotionally, & physically.
A social-emotional aspect that always presents itself revolves around responsibility and accountability. The two "-abilities" that present the highest level of frustration, confusion, and stress for 9-10 year-olds in a school setting.
On Fridays the kids are given their "work from the week". They have completed many assignments through the course of a week; grammar, spelling, morning work, science, social studies, test, quizzes, etc.. They like getting their packets of work. Each Friday I can hear the flipping of pages at the end of the day as kids look at the work they produced. Minor squeals of delight and moans of distress often accompany the mad rush through the papers.
Last week a student approached me and politely said, "Umm, excuse me Mr. Casten, you forgot to grade my work."
"Let me see" I replied with concern.
The student showed me some of the work, homework mainly, and said, "See, you didn't mark it with the red pen or anything. You forgot to grade my work."
I stood, wondering what to say as I felt I had not done my job. Then it quickly dawned on me. The papers had actually been graded by the student...in class!
"We graded it together, right? Remember?" I said. "I didn't mark on it because you already did!" I continued as I pointed out the marks the student had made.
"Oh yeah. I forgot. cool.", was the student's reply as they walked away looking at the pack of papers more slowly now...seemingly taking more time to notice what was actually written on them.
It was a moment of responsibility and accountability. The student had been used to having someone else evaluate them. They were used to receiving their work back with some kind of "grade" or indication of how they did...an external source of feedback.
Fourth grade calls for the student to accept responsibility for their own work and the evaluation of it...at least in terms of homework and in-class work. Of course, the teachers still grade quizzes and tests. And of course, we still look at the homework and in-class work as it comes past our desks.
The accountability on the students' part comes into play in that fact that their work has been graded...and the mistakes have been corrected...by the student.
The combination of this type of responsibility and accountability make for a student who is poised to take more control of their learning. From there, they learn the value of self-sufficiency and independence.
The student who thought that the work went without being "looked at", went without "being graded" seemed to let the world around them dissipate as they were engrossed in their work, their evaluation, their self.
Copyrighted material of Michael C. Casten
A social-emotional aspect that always presents itself revolves around responsibility and accountability. The two "-abilities" that present the highest level of frustration, confusion, and stress for 9-10 year-olds in a school setting.
On Fridays the kids are given their "work from the week". They have completed many assignments through the course of a week; grammar, spelling, morning work, science, social studies, test, quizzes, etc.. They like getting their packets of work. Each Friday I can hear the flipping of pages at the end of the day as kids look at the work they produced. Minor squeals of delight and moans of distress often accompany the mad rush through the papers.
Last week a student approached me and politely said, "Umm, excuse me Mr. Casten, you forgot to grade my work."
"Let me see" I replied with concern.
The student showed me some of the work, homework mainly, and said, "See, you didn't mark it with the red pen or anything. You forgot to grade my work."
I stood, wondering what to say as I felt I had not done my job. Then it quickly dawned on me. The papers had actually been graded by the student...in class!
"We graded it together, right? Remember?" I said. "I didn't mark on it because you already did!" I continued as I pointed out the marks the student had made.
"Oh yeah. I forgot. cool.", was the student's reply as they walked away looking at the pack of papers more slowly now...seemingly taking more time to notice what was actually written on them.
It was a moment of responsibility and accountability. The student had been used to having someone else evaluate them. They were used to receiving their work back with some kind of "grade" or indication of how they did...an external source of feedback.
Fourth grade calls for the student to accept responsibility for their own work and the evaluation of it...at least in terms of homework and in-class work. Of course, the teachers still grade quizzes and tests. And of course, we still look at the homework and in-class work as it comes past our desks.
The accountability on the students' part comes into play in that fact that their work has been graded...and the mistakes have been corrected...by the student.
The combination of this type of responsibility and accountability make for a student who is poised to take more control of their learning. From there, they learn the value of self-sufficiency and independence.
The student who thought that the work went without being "looked at", went without "being graded" seemed to let the world around them dissipate as they were engrossed in their work, their evaluation, their self.
Mr. Casten
Sept. 13, 2013
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