Preparing
Your Students (and Yourself!)
Your Students (and Yourself!)
It’s midterm and finals time for all of my junior high and
high school students. I’ve worked with my schools to make sure accommodations
are in place for students who will take their exams in separate settings. I’ve
met with the staff who will be administering the exams, and I’ve arranged my
schedule when I’ll be the one administering. I’ve worked with my students to
create comprehensive study plans, and most importantly: I’ve made sure that teachers,
families, and support staff understand that the work must be done by my
students.
high school students. I’ve worked with my schools to make sure accommodations
are in place for students who will take their exams in separate settings. I’ve
met with the staff who will be administering the exams, and I’ve arranged my
schedule when I’ll be the one administering. I’ve worked with my students to
create comprehensive study plans, and most importantly: I’ve made sure that teachers,
families, and support staff understand that the work must be done by my
students.
I’ve often found that the staff supporting
students with different learning needs feel that the students’ grades are a
reflection of their abilities as support staff and educators. While I also want
my students to succeed, I do not share this belief. Here are some helpful
reminders for what can be a stressful time of year:
students with different learning needs feel that the students’ grades are a
reflection of their abilities as support staff and educators. While I also want
my students to succeed, I do not share this belief. Here are some helpful
reminders for what can be a stressful time of year:
·
I will work hard to teach my students the
literacy, language skills and strategies that they need in order to access
curriculum.
I will work hard to teach my students the
literacy, language skills and strategies that they need in order to access
curriculum.
·
I will work with teachers to modify tests and
assignments to meet the language levels of my students.
I will work with teachers to modify tests and
assignments to meet the language levels of my students.
·
I will support my students in advocating for
their learning needs.
I will support my students in advocating for
their learning needs.
·
In the end, their grades are not a reflection of
my abilities as a teacher of the deaf, but a reflection of their abilities as a
student.
In the end, their grades are not a reflection of
my abilities as a teacher of the deaf, but a reflection of their abilities as a
student.
Offering
Support , Encouraging Independence
Support , Encouraging Independence
I can provide resources for my
students and teach them how to use
them. I cannot make my students use
these materials. I can instruct my students in how to study effectively and effectively for exams. I cannot go
home with them and make them
implement these practices. Some of my students are strong academically and in
honors or AP-level classes. Some students struggle more and are appropriately
placed in more basic or even remedial-level classes. While I want everyone to
do well, it is not to the benefit of my students if I “give” them answers or
overly support them, especially during exams. This creates an unrealistic
picture of the students’ true abilities and skill levels, and can lead to
incorrect placement or expectations in future classes.
students and teach them how to use
them. I cannot make my students use
these materials. I can instruct my students in how to study effectively and effectively for exams. I cannot go
home with them and make them
implement these practices. Some of my students are strong academically and in
honors or AP-level classes. Some students struggle more and are appropriately
placed in more basic or even remedial-level classes. While I want everyone to
do well, it is not to the benefit of my students if I “give” them answers or
overly support them, especially during exams. This creates an unrealistic
picture of the students’ true abilities and skill levels, and can lead to
incorrect placement or expectations in future classes.
It is not my job to make sure all of my students get As, but it
is my job to ensure that they have access to the curriculum, and that I am
teaching the skills needed in order for that to happen. When grades are lower
than expected—or desired—I work with my students to analyze why that is. Did
the student apply the study strategies we discussed? Did they take advantage of
the tools, accommodations and modifications available to them? Did they
advocate for what they needed? Did the teachers provide agreed-upon support
tools? And of course, no matter what the final grade may be, I always try to
emphasize that a grade is just a grade. It gives some academic information but
does not define my student as a person.
is my job to ensure that they have access to the curriculum, and that I am
teaching the skills needed in order for that to happen. When grades are lower
than expected—or desired—I work with my students to analyze why that is. Did
the student apply the study strategies we discussed? Did they take advantage of
the tools, accommodations and modifications available to them? Did they
advocate for what they needed? Did the teachers provide agreed-upon support
tools? And of course, no matter what the final grade may be, I always try to
emphasize that a grade is just a grade. It gives some academic information but
does not define my student as a person.
So here’s to finals! How do you support your students and
educational teams?
educational teams?
