Emoticons about Grading, Part III ๐Ÿ™Œ

Yesterday was my first week teaching the second semester of English 380: Vocabulary Building & Testing SkillsI was a MONTH late responding to the “You wanna teach this next semester?” e-mail, so I will 100% understand if I don’t get the opportunity to do this a third time… but I hope I do get a third chance! at College of the Sequoias, quite possibly my favorite place in the Central Valley.

Cue for a yin-yang cat-pawse:

Yesterday’s students smiled lots, eager to listen to stories about how the words “catastrophe,” “catapult,” and “catalyst” share the same etymological prefix,ย kataโ€”the night, every bit as joyful as teaching rhetoric and logic at Fresno City Collegeโ€”and on top of all that awesome, I turned in one of the two contracts I still had in our mailbox;

Now I just need to submit my Fall 2018 contract to FCC tomorrow;

Then meet with Fresno Unified about subbing Thursday;

And my teaching career will be re-aligned again…

Lifeviewย ๐Ÿ‘  Don’t Stagnate; Always Move ๐Ÿ‘Ÿ

Meanwhile, I’m still working on responding to philosophical ideas as part of my “Chapter 2: Compass”ย DYLย critical analysis… when I was supposed to start my journey into “Chapter 3: Wayfinding” yesterday.

Part of the issue is the nature of “Chapter 3: Wayfinding”… I need to design projects, templates, scaffolds, etc. to act as guide posts in my odyssey quest, and while I’ve been working on it, I’m still only prewriting, tinkering, playing;

But I could still do myself the favor of moving on, rather than stagnating in “Chapter 2: Compass.”

S’omorrow, I’ll change the direction of the blogย  to asking questions, or posingย problems,ย in preparation for “Chapter 4: Getting Unstuck.” It’ll be good to lay out the problems on my mind now, rather than later, then return to Chapter 3: Wayfinding, so I can let the ideas saturate, remove my emotional attachment from them, and freely brainstorm solutions when it’s time for really diving into “Chapter 4: Getting Unstuck.”

It’s a good plan. And I think I’ve dwelt in Philosophy Land enough, at least until I get the wild hair to regress into Workview and Lifeview writing again.

๐Ÿฅ Aaand now, Ladies and Gentlemen!ย ๐Ÿฅ last dive into reflecting about teaching…

Reframingย ๐ŸŠโ€โ™€๏ธย Emoticons for Traditional Grading ๐Ÿ’ฆ

In all of this, I’ve remained ๐Ÿค ๐Ÿคฃ
because I’ve been trying to ๐Ÿ’Ž๐Ÿ’ย delicate thoughts about

how โœ…โœ… has nothing to do with
assigning a letter (a beef grade) to a ๐Ÿฎ๐Ÿ‘ฉโ€๐ŸŽ“๐Ÿ‚๐Ÿ‘จโ€๐ŸŽ“๐Ÿฎ…

Isn’t a “๐Ÿฅ‡,” “๐Ÿฅˆ,” and “๐Ÿฅ‰”
a different ๐Ÿ‘‘โ€”a different ๐Ÿ”ฌ& ๐Ÿ”ญโ€”for every ๐Ÿ‘จโ€๐ŸŽ“๐Ÿ‘ฉโ€๐ŸŽ“?

๐Ÿคธโ€โ™‚๏ธ๐Ÿคธโ€โ™€๏ธ, when I bring up this dilemma,
I often hear this ๐Ÿ’ฏ๐Ÿ’ฏย counterargument:

Gradingย in ๐Ÿš๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿ‘ฅ๐Ÿš
is the process of applying ๐Ÿ’ฏใ€ฝ๐Ÿ’ฏ
of ๐Ÿ‘ถ๐Ÿ‘ง๐Ÿ‘ฉ๐Ÿ‘ฑโ€โ™€๏ธ levels of achievement in ๐Ÿ‘จโ€๐Ÿซ.

In other words, a ๐Ÿ’ฏis a measure
of how well a ๐Ÿ‘จโ€๐ŸŽ“๐Ÿ‘ฉโ€๐ŸŽ“does

against the backdrop of ๐Ÿ’ฏใ€ฝ๐Ÿ’ฏ
expectations within a ๐Ÿ‘จโ€๐Ÿซ,

is essential ๐Ÿ‘”โš–๐Ÿ‘”
for the ๐Ÿ‘จโ€๐Ÿซ + ๐Ÿ‘ฉโ€โš–๏ธ๐Ÿ‘จโ€๐Ÿ”ฌ๐Ÿ‘จโ€๐Ÿš€relationship

to function in the
scheme of things.

Do you really believe
the moon is not there
when you are not
looking at it? โ€”Albert Einstein

Teaching Philosophyย ๐Ÿ’Ÿ Counterargument to Tradition ๐Ÿ’Œ

I get where this thought process comes from…
How do we guarantee everyone is learning ๐Ÿ‘ฉโ€โš•๏ธ๐Ÿ‘จโ€๐ŸŒพ๐Ÿ‘จโ€๐Ÿš€ stuff,

without following lists of the ๐Ÿ‘ฉโ€โš•๏ธ๐Ÿ‘จโ€๐ŸŒพ๐Ÿ‘จโ€๐Ÿš€ stuff
they should be learning?โ€”and without ๐Ÿ’ฏ

lining perfectly with the ๐Ÿ’ฏใ€ฝ๐Ÿ’ฏ methods,
how can we guarantee no tampering with data?

Therefore, for the sake of
๐Ÿ‘ฐ๐Ÿคต๐Ÿคฐ๐Ÿ‘จโ€๐Ÿ‘จโ€๐Ÿ‘ฆ๐Ÿ‘จโ€๐Ÿ‘ฉโ€๐Ÿ‘งโ€๐Ÿ‘ง๐ŸŒ๐ŸŒƒ๐Ÿ—ฝ๐ŸŒžโญโ˜„๐ŸŒ€๐ŸŒ ,

we should treat grading as aย ๐Ÿฎ๐Ÿ‘ฉโ€๐ŸŽ“๐Ÿ‚๐Ÿ‘จโ€๐ŸŽ“๐Ÿฎย process,
not as a ๐Ÿ‘‘โ€”variable,ย ๐Ÿ”ฌ& ๐Ÿ”ญโ€”๐Ÿ‘จโ€๐ŸŽ“๐Ÿ‘ฉโ€๐ŸŽ“process.

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