Grades Gotta Go! (Part 6: "A Better Way - Feedback That Feeds Forward")

It is fitting that this post is about feedback. A couple weeks ago, my wife read my posts about grades and gave me some feedback. She said, "These posts are always so depressing." Well, that happened to be timely feedback because it is time to turn the corner to the hope that a grading overhaul can bring. The solution is wrapped up in one word: FEEDBACK!

My wife, I have to be honest, was right. The first posts in this series are depressing. It is sad to see what we are guilty of doing to children in the name of giving them an education. My hope in presenting the impact of the problems is that people will see that this "disease" is very real, very harmful, and in very real need of a remedy. Without coming to that conclusion, little effort will be expended to create a new reality.

Now, it is time to focus on the actions necessary to create that new reality. This process begins with coming to a consensus around the word "accountability" by answering one question: What do we need to hold students accountable for?

The number one answer should be learning, as demonstrated by mastery. If we agree on that answer, then we need to agree that traditional grading methods are some of the worst means of measuring accountability (for all the reasons mentioned in my previous posts). A new, simpler method is to plainly show what a student knows compared to the standard of what the student is expected to know.

With that established as the objective worth measuring, then we can turn attention to giving feedback that is specific, timely and actionable. Good feedback will tell students and parents where gaps are present, how big those gaps are, and most importantly, how to close the gaps.
So, let's focus now on how to use valuable feedback systems to truly hold students accountable for the right things.

Here are links to useful resources on this topic:

• "7 Key Characteristics of Better Learning Feedback" (TeachThought)
• "Seven Keys to Effective Feedback" (elaboration on the content in the above article)
• Grant Wiggins Presentation

If I had to prioritize the steps to take in creating an effective feedback process, I would probably put emphasis on ensuring that feedback is actionable (#3) and timely (#5). The most powerful feedback also "feeds forward" to improved performance. It gives the student an idea of where to go next in the learning process. The timing of the feedback is also important. The sooner a student can receive and respond to feedback, the better.

Hopefully, there will be much more to come about ways to inject better feedback loops into our student accountability systems in our schools.

Grades Gotta Go! (Part 5: "Holding Students Accountable")

I could continue writing posts about what is wrong with grading policies and practices because of just how destructive they can be. However, I think even in the few posts I have written in this series, it is obvious that the problems caused by traditional grading methods are deep and serious. Still, the videos below are two more compelling demonstrations of the negative effects that poor grading techniques have caused in our school system. Every teacher can relate.

It is only part of the case to identify the harmful practices that need to change. The other part of the case is to then provide solutions. So, let's start heading that direction.

But first, here are a few more articles that do a great job of spelling out some of the harm done by grading along with what can be done about it:

• "From Degrading to De-Grading" by Alfie Kohn (1999)
• "Leading to Change: Effective Grading Practices" by Douglas Reeves (2008)
• "Looking at Grading" by Steve Barkley (2013)

To me, I believe the whole issue of how you "fix" a broken grading system centers on the question of accountability. More than anything else I hear from teachers is the need to have a grading policy that "holds kids accountable." They seem to fear that a change in grading policy automatically means less accountability. 

Whether that is true or not depends on one's view of accountability. The main consideration, in my opinion, is to and for what we want to hold students accountable. 

Let's make this very simple. If we break down the word, then we realize that accountability is the "ability to give an account." Grading practices are usually not helpful in terms of providing any type of long-term motivation for non-academic factors, such as organization, participation, punctuality, attitude, and effort. These items are definitely worth our time to provide guidance, correction, and support, but they are best left outside of a grading system. If you are wanting to hold students accountable to these types of activities, then please don't skew all your data by using grades to accomplish that goal.

What we actually want students to be able to give an account for is their LEARNING!
The only way to know how accountable a student is in his or her learning is to first know the standard, or target, in the first place. Therefore, a prerequisite to an effective grading system is a clear learning target! Then, and only then, can a student be held accountable to their level of mastery according to where they are in relation to the expected or desired objective.

If we agree that learning is the thing for which we want to hold students accountable, then it becomes apparent that grades, as we know them, gotta go! What becomes just as clear is that we need to replace them with an effective feedback process, which is what we will look at next time.

Somebody's "Emerson" (aka. Why I am Becoming a Modern-day Abolitionist")

Recently, my family and friends surprised me with a birthday celebration. Boy, they got me good! I never saw it coming!

In addition to the event itself, another surprise was the collection of donations toward a personal interest I had of trying to raise enough money for a slave rescue operation with International Justice Mission (IJM). Due to their generosity, I needed to find a way to organize these efforts so I could track funds and progress toward the $5000 goal. So, I went to the IJM website and started a FreedomMaker campaign called Somebody's "Emerson". (You can check it out here.)

My daughter was naturally curious about the name, "Somebody's 'Emerson'." So, I explained to her the reason I am becoming a modern-day abolitionist. Here is what I told her.

"Every night I get the honor of tucking you in at night and praying with you. Many times, we read together and talk about our day and laugh. I look around your room and I see stuffed animals that you can hold in a comfortable bed, a nightlight, a dresser full of clothes, and shelves covered with books.

Emerson with her daddy

"You are my Emerson. You have a lot of nice things and are protected in a home with a family that loves you. Your mommy and daddy get to kiss and hug you and tuck you in safely each night.

"But did you know there are children like you all over the world, and there are some of them that don't get to be in safe homes at night? Some of them don't get to sleep in comfortable beds. They don't have even one stuffed animal to hold on to. They are hurt by people stronger than them. They are told lies. And the worst part is that they don't have a mommy or daddy they can go to for help. Some of these precious kids don't have someone to hold them and love them and do what is best for them.

"If you, my Emerson, were ever in a situation like that, I sure do wish someone would do something to help you. And if that is what I would want someone else to do for my Emerson, then it is right and good for us to do something to help someone else's "Emerson".

Every hurting, exploited or trafficked child is "Somebody's Emerson"!

Grades Gotta Go! (Part 2: "100 Degrees of Separation")

The first issue with most current grading systems is the 100-point scale. 
A couple problems contribute to the inappropriate use of the 100-point scale.
One is how we use it to calculate percentage grades. The other is the disproportionate weight that zeros have on grades.

First, this blog post raises the concern of calculating percentages to determine students' averages. Consider the problems described and whether you agree or disagree with them.


Second, Rick Wormeli does a fabulous job of breaking down a number of the difficulties with the 100-point scale and, in particular, giving zeros on this scale. 





If you are a parent, then what questions does this make you want to ask?

If you are a teacher, how would you respond to the claims made in Rob Eberts' blog and Rick Wormeli's video? 


One final thought about taking on the 100-point scale. It may seem impossible to address something so embedded in our assessment practices. The 100-point scale is easily accepted as part of our educational system by parents, teachers, and students alike. Why mess with a "good" thing?

Consider this. If it such a good practice, then why it is abandoned by both "ends" of most educational institutions? None of the schools where I live use it when children are starting out in preschool or early elementary grade levels. On the other end, college students have used 4, 5, or 6-point scales for years. I realize those numbers are sometimes nothing more than conversions from a 100-point scale, but I wonder what the original intent was for doing it that way.

We could argue that it is used all over the world, but that's not true. Denmark is an example of a nation that uses a 13-point scale. Belgium, France, Portugal, Peru, and Venezuela are a handful of countries that use a 20-point scale. Even states in the U.S. are beginning to introduce legislation and policies regarding the communication of student progress on different scales.

I am not arguing that we should model our education programs or policies after any of these nations or even our own American university system, which is fraught with its own problems. The point is to show that there is nothing sacred about the 100-point scale. It is flawed and we can do better for our kids!

As I write this blog, the Winter Olympics are going on in Sochi, Russia. At least maybe the 100-point scale is all they use there. Oh, wait, that's right...oops!

Kids in the Kingdom

Since the point of this blog is to explore ways to impact the next generation by radically reforming the institutions of public education and the organized church, the main question that I hope to keep always before me is, What is best for kids?

To answer this question, we need to consider children as whole people that have spiritual, physical, intellectual, emotional, and social dimensions. You can check out my "Faith Like a Child" series on this blog to see what the Bible says about the spiritual capacity of children.

Here are those posts:
Faith Like a Child (part 1)
Faith Like a Child (part 2)
Faith Like a Child (part 3)
Faith Like a Child (part 4)
Faith Like a Child (part 5)
Faith Like a Child (part 6)
Faith Like a Child (part 7)

It is important to us that disciples of all ages can fully participate in the mission. Therefore, it is critical that children understand the essentials of our practices without "watering down" their meaning and power.

A child does not receive a "junior-sized" Holy Spirit, but the Bible teaches that children have tremendous spiritual insight and often receive profound Kingdom truths more easily than adults. Simultaneously, a child's human development requires that the gospel is presented in its simplest form in terms of the language and imagery we use. Therefore, we process our core practices in "kid-friendly" terms because we want to pass on essential truths to the next generation form the earliest moments possible.

Here are the child-friendly, essential truths of our mission (what we call our "Cores for Kids"):

• Jesus teaches us that praying helps us get close to God!
• Jesus teaches us that we can worship God by doing good everywhere we go!
• Jesus teaches us that baptism is a way we can show we want to follow Him with our whole heart!
• Jesus teaches us to obey Him and be like Him by loving God and others!

Remember How to Remember

Let's face an obvious truth in education.
You can't learn what you can't remember. 
You can't reflect on what you can't remember. 
You can't apply what you can't remember. 

The prerequisite to being able to comprehend, analyze, evaluate, categorize, debate, or carry out any kind of higher-order thinking process is to first simply recall the information. 

Therefore, one of the critical pieces to learning is memory.

Fortunately, we now have an entire field devoted to the neuroscience of memory. We are able to identify practices that improve memory and those that hinder, or even prevent, it.
In fact, a great example of what we are learning on this topic can be found in a webinar from EdWeb, presented by Sandra Aamodt.

One of the discoveries about memory that makes a lot of sense is the realization that teaching concepts in isolation of other concepts is a sure fire way to keep kids from remembering them. The brain naturally looks for patterns and relationships among pieces of information. Retention always increases when facts are learned in context and when they are connected to one another.

In fact, according to Dr. Aamodt, all learning is "re-learning" in a way because of how the brain organizes information each time it processes it. When the brain does not see the relevance to future activity or a connection to previous learning, it does not see the value in retaining the new teaching despite how fabulous a presentation might have been given in introducing the concept. The brain will simply dump the information.

This is not a matter of weak willpower, negative attitudes, poor classroom management, student irresponsibility, or any other fault of the teacher or student. It is neuroscience. It is how our brains work! 

It is, therefore, problematic that we often teach a ridiculously overwhelming amount of content in our schools and don't allow the time and space for the brain to make connections and organize the information properly for later retention. It is also disturbing when we then blame students' lack of studying and label them as "not caring" when they cannot recall all this information on tests and assignments.

Are some students irresponsible? 
Sure. 
Do some students refuse to study, which leads to poor academic achievement? 
Of course. 

However, if we are going to be professionally honest, then we have to face the fact that it is equally irresponsible on our part as educators to ignore the reality of brain functioning when it comes to academic performance!

Perhaps our starting point should be to focus on the teaching/learning process itself. How do the things we have control over in our system affect memory?

If we know that what we do makes a difference in what and how children remember, then at what point does it become a form of systemic, professionally endorsed "child neglect" if it does not change our scope and sequence, assessment practices, and instruction?

Expectations vs. Wishes (part 4) - Conclusion

(In last week's post, we discussed the principle for setting clear expectations school-wide. You can read Part 1 here, Part 2 here, and Part 3 here. This post is the fourth and final part of this series.)

Handling Disappointments

Have you ever heard a speaker say, "If you don't remember anything else I say, then at least remember this one thing."? Well, pretend you hear me saying that in your ear right now while you read this last part. I cannot stress the significance of this final component enough, and it is my opinion that not taking this point into account is what causes many educators to retreat back into the world of wishes instead of holding students to clear, consistent expectations.

Here is the truth. If you have expectations, then there will be times when they are not met. Young people need to learn that an unmet expectation leads to disappointment.

Now, you likely had no problem with the first sentence above. But if you are like me, the second sentence stirred the pot.

If expectations are consistent and don't go away, then I can confidently tell you another expectation (something I am sure of) I have of myself. There will be times I will fall short and fail to meet an expectation. And I am confident that I am not alone. We all mess up.

Perhaps an analogy of a doctor's visit will help explain. If I miss a doctor's appointment, there is usually a financial consequence (missed appointment fee) and a time consequence (re-schedule). Depending on the logistics that have to be worked out, there may be additional effects (securing childcare, missing more work, etc.). It does mean that I will have to make arrangements and change my plans (remember, this was our criterion of an expectation). There will be a cost, or inconvenience.



However, it does NOT have to mean that I just give up altogether. I do not quit going to the doctor or ignore health care needs forever. It is not the end of the world. It is only a setback.

We can help students (and colleagues - don't forget the "applies to us all" principle) mature as whole people if we help them equate "dis"-appointment" with "miss"-appointment. When a student fails to meet an expectation, then he needs to learn to "re-schedule an appointment" to make up for the disappointment. The more a student does this, the more he is able to take more ownership of "making it right" and grow from the experiences.


That is why this whole discussion of expectations and campus culture is critical. If we are too wishy-washy and inconsistent with expectations, then students have little direction and tend to make excuses for their own behaviors. On the other hand, if we compile a list of unrealistic expectations with no supports in place to help students meet them and then attach an equally long list of "gotcha!" punishments to it, then students will tend to disengage and resent the learning environment. Either way, we do a disservice to our primary stakeholders and run the risk of stunting their intellectual, social, and emotional development.

When it comes to building a school culture, it is necessary to keep in mind that expectations are aimed at creating an environment of safety and excellence for the whole community, not demanding perfection from individuals. To be honest about expectations (as they are described in this article/blog) means we must also be honest about disappointment, which is the logical result of failing to meet an expectation. It will happen. Fortunately, it provides us with one of the richest teaching moments in our careers working with children and youth.

Expectations vs. Wishes (part 3)

(In last week's post, we emphasized the need to be explicit with expectations. Go here to read Part 1 or Part 2.)


So, how can we create a culture built on common expectations that guide our daily work?

Here are principles to consider when clearly defining and stating expectations.

• APPLICABLE TO ALL

A great way to ensure fairness and safety in a school is to only create expectations that apply to ALL people, regardless of age, gender, background, etc. It is true that the actual behavior in response to an expectation might look different from one individual to another as there is certainly a need for differentiation. For example, a teacher will meet the expectation of being prepared for class in a different manner than a student. Still, the expectation of being prepared would apply to both teachers and students.

Some would challenge this suggestion by saying that adults and teachers should be held to different standards. Is it responsible, though, to expect something of children that you wouldn't expect of adults? Is it always appropriate to start a discussion about expectations on what we want to see from students? 

• PASS THE "DEAD MAN'S" TEST

Rule of thumb: If breathing is not a prerequisite to following your rule or meeting your expectation for students, then change it. Too often, we define for students the exact behaviors we don't want to see from them. Don't talk. No horseplay. Don't get out of your seat. Don't be late to class. No running in the halls.  (All things a dead man can do.) Instead, we could clarify and model a positively stated expectation, and then, well, expect it.

Of course, we already do this in education. It is often just too late. I see positively stated expectations frequently on behavior contracts used as interventions with students for discipline reasons. There is nothing wrong with this practice. Indeed, it is helpful in many cases to offer students (and even adults) replacement behaviors. It is a quick way of telling kids, "Stop doing ___ and start doing ___ instead."

What about just having "placement" behaviors that are clearly defined up front for all students? Then, each person can know how to act in this "place" all the time.

• EASY TO IDENTIFY

This seems obvious, but can be tricky. Clarity with expectations usually is found in the action words. The most important words of our expectations might be the verbs and adverbs. The guiding question is, "What does that look like?" So, even with a broad expectation, such as Be Respectful, there need to be defined behaviors that demonstrate it.

In fact, a good check-for-understanding is not only asking a student to tell you what an expectation is, but to also show you. If a young person can describe it in words yet has trouble getting his body to physically act it out, then we still have work to do in defining the expectation. Again, although it might seem elementary, this principle applies just as equally to adult stakeholders (teachers, coaches, administrators, parents, etc.).

• NEVER GO AWAY

Another specific characteristic of true expectations is that they never go away. Sure, there are expectations that are particular to certain events or times, but in the context of developing a campus culture the emphasis should be on expectations that always guide daily routines. As educators, we might ask, "What is it that we expect from students and each other everyday, all day?" Consider these silly scenarios to make the point in the context of the following expectations.

Expectation = Be Productive: The high school principal is driving to work one day when he suddenly realizes, "Oh no! Today is Thursday! I forgot that my science department decided to not be productive on every other Thursday. I can't have that meeting with them after all." 

Expectation = Be Prepared: The teachers didn't bother gathering for the called meeting because last time the assistant principal wasn't prepared. After that, a decision was made by central office that this particular AP didn't have to be prepared for any more meetings this grading period.

Expectation = Be Respectful: The faculty has decided that since Fridays after lunch are when students are most riled up and have difficulty following directions and settling down, they will have a ten-minute period after each lunch where students can go outside and yell at one another and push each other around to release some of their energy.

Admittedly, these are absurd accounts. But that is the point! If an expectation is good enough to have part of the time, then it is good enough to have all the time. Without consistent expectations, there would be chaos. This leads to the final point about what to do when we fail to meet expectations. As shown here, the expectations can't be removed even when we fall short. So, what happens next?


...to be continued next week

Expectations vs. Wishes (part 2)

(In last week's post, we clearly defined expectations and wishes. Go here to read Part 1.)


Do Our Actions Betray Our Words?

Now, we may hone in on the implications of this discussion in our school settings. Consider the following two scenarios in light of how we have defined expectations and wishes. Reflect on whether you believe the teacher in each case is expressing a wish or an expectation.

Scenario 1

A teacher encourages her students while passing out the unit test in math class, "I have faith in all of you. Remember, you have learned all the material on this test. Have confidence. I know you will all do well. I expect everyone to pass with flying colors!" Behind the teacher, on the front board, is a note including the date, time, and policy for test re-takes for those that fail.

Scenario 2

Students enter the classroom after greeting their teacher at the door. A starter, or warm-up activity, is projected on the screen. Most students quickly take their seats and begin working on the starter. When the bell rings, the teacher enters the room and closes the door behind her. She notices a couple boys standing near their desks with no supplies out, conversing about their favorite parts of a movie they saw over the weekend. She calmly says to them, "You know the routine for how we start class everyday. Now, instead of being able to take attendance right away, I am taking time to address you about what you should be doing." Then, she asks, "What is your assigned task right now?" One boy answers with an eyeroll, "Do the starter." The teacher responds, "Good. Then, please do so now. Thank you."

Let's approach it from another angle. Read the following statements and decide if each item constitutes a wish or an expectation in your mind.

• Students should have clean, organized lockers.
• Students should be in class before the tardy bell rings.
• Students need to show respect to adults by addressing them with words like "sir" and "ma'am."
• Students are responsible for their own learning.
• If students don't turn their work in on time, then they should fail.

Well, how did you label them? Was it difficult to fit any of them in one category or the other? What were your thoughts as you analyzed these beliefs?


Explicitly Communicating Expectations

There is a simple axiom that I wish (yes, wish; I don't expect it) was written across the front doors of all schools (and stores, businesses, houses, etc. for that matter): People cannot be held responsible for information they do not have.

We spend a great deal of time in education, appropriately so, talking about learning targets and objectives. We stress the importance of clearly defining our expected outcomes. In fact, we have almost developed an entire vocabulary in our field just for this topic. But whether we call them aims, goals, targets, outcomes, objectives, or "beginning with the end in mind," the point is still the same. The purpose is for teachers and students to know when they have met a particular objective and what it takes to show that they have met it.

If we do this with academic behaviors, then should it be any different with other behaviors? If not, then our premise is that for students to recognize and correct misbehavior, they must first be able to identify the expected behavior. A person only knows he missed a target if he can locate the target in the first place.
I doubt anyone gets more frustrated than me at this idea of having to inform and re-inform students of expectations that I personally believe should be a part of common sense. How many times have you wanted to scream, "You know that's wrong! Knock it off!"?

Still, it might be worth taking another look at just how clear we are being versus how clear we think we are being. I can't help but get a kick out of faculty meetings and staff development sessions. You, too, can have this same twisted sense of humor. Try this. Next time you are at a faculty meeting, count the number of times that audience members (yes, us) ask for directions to be repeated or clarified.

Before listing specific suggestions to help ensure that expectations are clear and explicit, there is one more important point. Contrary to the superstition attached to wishes ("Don't tell anyone or it won't come true."), there is a guarantee that goes with expectations. Don't tell everyone and it won't come true! If you want to ensure that people won't follow expectations, assume they already know them.

...to be continued next week

Expectations vs. Wishes (part 1) - What Do We Want for Our Kids and Ourselves?

INTRO: School leaders everywhere claim to hold high expectations of their students. Obviously, it would be ridiculous to claim otherwise. So, we see and hear the mantra in campus mission statements, speeches by superintendents, and campaigns by school board candidates. Of course, this is how it should be! The problem, as I see it, is not with the declaration that we should have high expectations of all students. My concern, quite frankly, is that we simply don't mean it.

Defining Expectations

Our problem is not that we intentionally hold low expectations of our students, but we fail to define exactly what it is we expect. By default, we go around repeating slogans that resemble "wishes" more than true, realisitic expectations.

To create an environment that truly nurtures high expectations, one must clearly define what expectations are in the first place. Being explicit about what an expectation is and is not, I believe, is one of the most concrete tasks that school leaders can perform to lay the foundation for successful student learning. Furthermore, this work at the "front end" will also support professional development and adult learning.

Therefore, let's begin with a definition of expectation. An expectation is something anticipated, something we can look forward to, an event that one not only hopes for, but also trusts will happen. In our minds, a true expectation is so certain to occur that we make plans accordingly. For instance, I expect the sun to set this evening and to rise again tomorrow. I am so sure of it that I plan my eating and sleeping patterns (sometimes not all that consistently) based upon this expectation.

The key criterion of an expectation is that it is worth arranging one's life (or work or play, or in our case, class or school) around. In other words, to expect is to fully believe to the point of acting. On Monday morning, for example, I expect to still have my job. As a result of this expectation, I plan to wake up early, dress a certain way, leave an adequate time for the commute (another aspect dependent on real expectations of traffic flow, functioning street lights, etc.) and so on in order to arrive at my job. There is an "expectation...action" conditional relationship just as there is an "if...then" relationship.

The practical point here is that there are very real consequences to our plans if expectations are not met. Continuing with my previous illustration, if an unexpected delay arises, such as road construction or a car accident that I could not have foreseen, then I will be late to work, or at the very least, I will have to find another route. In short, my original plan will be insufficient and must change. Therefore, the first test to tell if a true expectation exists is whether plans will have to change as a result of it not occuring.

This, in turn, becomes the litmus test to determine if you truly hold an expectation of your students. If you think you expect something of them, then ask yourself, "What changes in my plans does it create if they do not meet it?"

"Close Your Eyes and Make a Wish"

We've all been to birthday parties and know that "magic" moment when the celebrated person gets to blow out the candles on the cake. Following what is usually an off-key performance of the famous song in which most participants are lip-syncing "Happy Birthday to you," somebody reminds the aging individual of the ever-so-crucial directions about closing eyes and "don't tell anyone or it won't come true." The individual at the center of attention then forcefully exhales to extinguish all the flames, simultaneously covering a delicious desert with an invisible layer of spit. (We do like our strange traditions.)

But the most important part of this tradition, for our context, is what happens next. Nothing! There is not a single change to anyone's plans, including the birthday person, based upon the wish that was made. Everyone merely goes on as if nothing has changed.

A wish is what someone does when buying a lottery ticket or bringing in the New Year. A wish is almost the opposite of an expectation because it precisely deals with wanting things to be different than they really are. Wishes do not lead to action because there is no serious belief that they will happen. To make the point, let's return to my analogy of going to work on Monday morning. I may wish I didn't have to go to work the entire weekend leading up to Monday, but come Monday morning I will find myself carrying out all the necessary plans to meet my expectations and arrive to work on time.

Before analyzing our common practices in schools, here is the basic summary of our discussion. Expectations guide our plans because we are so sure they will happen. Wishes do not guide anything, but only offer distractions to the reality we face. Therefore, I submit that spending more professional time on wishes in our schools is a waste of time, at best, and more often worse, a hindrance to student learning.

...to be continued next week

Monkey Madness (part 6)

Okay, so let's look at some questions that students could bring up in a science classroom that would further a scientific discussion. Notice I didn't say "religious" discussion. Remember, my concern here is with the science that is taught in the classroom. In fact, I encourage students to be the ones to help redirect teachers away from discussions that focus on religion when it comes to this topic.

• Did Charles Darwin believe that there would be evidence in the fossil record to substantiate the theory of evolution? Is that still the belief among most scientists today? If so, what are some examples of the evidence? If not, why not?

• What sparked Stephen Jay Gould's desire to devise a "punctuated equilibrium" (or equilibria) theory? How does this position contrast with Darwinian evolution? Who supports/opposes it?

• Generally, does the fossil record show transitional species or intermediates (so called "missing links"), or does it show fully-formed, complex creatures?

• Would you explain how some "missing links" have been shown to be frauds, like "Nebraska Man" and "Piltdown Man" and the "Archaeoraptor"? Why do you think some scientists feel it is necessary to make up evidence to prove evolution?

• How would the fossil record differ from what we see now if a global flood had actually taken place and evolution between species did not occur?

• Ernst Haeckel's drawings illustrating "embryonic recapitulation" in the 1860's were exposed as frauds by university science professors the same year they were fabricated. Still, well over a century later, prominent evolutionists, textbooks, and other publications promote his drawings as "proof" of evolution despite knowing they are false. Why? (Again, why is it necessary to fabricate evidence if there is abundant proof for the theory of evolution?)

• When similarities in genetic makeup are noticed between species, what makes a common ancestor more plausible than a common designer from a "quantity of evidence" standpoint?

• Biogenesis (life being produced by other life) is observable reality. Never has life been observed to arise from nonliving material. Doesn't the origin of life theory associated with evolution defy this scientific axiom?

• What role do genetic mutations play in the theory of evolution? Do mutations ever add information or make things more complex? If so, when and how?

• What is your position on the Anthropic Principle?

• What are your thoughts about the Cosmological Constant related to Einstein's work?

• Which came first, the chicken or the egg?

What Would the Bible be Rated?

(Most of this post is an old one that I never published.)


Today, I have been challenged to include a "call to action" at the end of my blog post. (Well, technically, I was given this challenge almost two weeks ago. I'm a little behind...)

I am really starting to be somewhat dismayed by my own cynical, sarcastic side. Sometimes, even I am thinking, Gosh Marc, that's a pretty ugly part of who you are!

At this point, I could ask for forgiveness and seek to cleanse that negative characteristic from my personality or I could pass on the ugliness to others and further perpetuate the problem.

Today, this blog post is my attempt to do the latter. Just think of it as my contribution to world restoration.

So, my recent thought was in response to a discussion a few people were having about what children are exposed to in the media. Specifically, they were complaining that parents had brought their children to see a particular movie. (Here comes my mischievous thought.)

I thought about interjecting, "It's okay. They can go home afterward and comfort them with peaceful and wholesome images while reading the Bible together. Maybe parts of Genesis, like when God floods the whole world and all people of all ages drown or the destruction of Sodom and Gomorrah. There are many tame parts to choose from that merely involve minor, unobjectionable events like rape, murder, kidnapping, or war. And plagues are always good.
There's a little something for the whole family." (See what I mean! Why am I being like this?)
Seriously, this question came up recently for me anyway because my 10-year old daughter has been reading through the Bible from the beginning. Now, she is leading our simple church group through a study and discussion of Genesis. We raise a lot of questions together.

But I can't help but wonder if I should be "covering her eyes" for the "scary parts" of this movie we call Scripture. Then, I doubt myself for even considering such an action. Who am I to deprive her of divine revelation? So, is the good parenting move to expose her to it all no holds barred or to shield her from all that evil deeds recorded for who knows what reason?

I wonder what today's MPAA rating system would rate the Bible if it were turned into a feature film in 2012.

So, back to the "call to action" challenge. My call to action for you is very simple. Give me your opinion. What do you think the Bible would be rated? If you want to go above and beyond, then link to some related information or justification for your answer. This is call to participate in what is, ultimately, a fruitless conversation, I know.

To Mom

In honor of Mother's Day...

"To Mom"

I know what it means to show respect to others because of you.

I have a stronger faith in God because of you.

I recognize devotion and sacrifice when I see it because of you.

I know that a parent's love never ends because of you.

I am a better husband and dad because of you.

I realize that some people are not more important than others, but that everyone matters because of you.

I know falling down is okay but staying down isn't because of you.

HAPPY MOTHER'S DAY!!!

Expectations vs. Wishes (part 4)

(...continued from part 3)

Handling Disappointments

Have you ever heard a speaker say, "If you don't remember anything else I say, then at least remember this one thing."? Well, pretend you hear me saying that in your ear right now while you read this last part. I cannot stress the significance of this final component enough, and it is my opinion that not taking this point into account is what causes many educators to retreat back into the world of wishes instead of holding students to clear, consistent expectations.

Here is the truth. If you have expectations, then there will be times when they are not met. Young people need to learn that an unmet expectation leads to disappointment.

If expectations are consistent and don't go away, then I can confidently tell you another expectation (something I am sure of) I have of myself. There will be times I will fall short and fail to meet an expectation. And I am confident that I am not alone. We all mess up.

Consider this analogy of my doctor's appointment. If I miss a doctor's appointment, there is usually a financial consequence (missed appointment fee) and a time consequence (re-schedule). Depending on the logistics that have to be worked out, there may be additional effects (securing childcare, missing more work, etc.). It does mean that I will have to make arrangements and change my plans (remember our criterion of an expectation). There will be a cost, or inconvenience.

It does NOT have to mean that I just give up altogether. I do not quit going to the doctor or ignore health care needs forever. It is not the end of the world. It is a setback.

We can help students mature as whole people if we help them equate "dis-appointment" with "miss-appointment." When a student fails to meet an expectation, then he needs to learn to "re-schedule an appointment" to make up for the disappointment. The more a student does this, the more he is able to take more ownership of "making it right" and grow from the experiences.

That is why this whole discussion of expectations and campus culture is critical. If we are too wishy-washy and inconsistent with expectations, then students have little direction and tend to make excuses for their own behaviors. On the other hand, if we compile a list of unrealistic expectations with no supports in place to help students meet them and then attach an equally long list of "gotcha!" punishments to it, then students will tend to disengage and resent the learning environment. Either way, we do a disservice to our primary stakeholders and run the risk of stunting their intellectual, social, and/or emotional development.

When it comes to building a school culture, it is necessary to keep in mind that expectations are aimed at creating an environment of safety and excellence for the whole community, not demanding perfection from individuals. To be honest about expectations (as they are described in this article) means we must also be honest about disappointment, which is the logical result of failing to meet an expectation. It will happen. Fortunately, it provides us with one of the richest teaching moments in our careers working with children and youth.

 

 

(To read this blog post in its entirety, go to http://rbmsexpectations.blogspot.com/ )

Expectations vs. Wishes (part 3)

(...continued from part 2)


Explicitly Communicating Expectations

There is a simple axiom that I wish (yes, wish; I don't expect it) was written across the front doors of all schools (and stores, businesses, houses, etc. for that matter): People cannot be held responsible for information they do not have.We spend a great deal of time in education, appropriately so, talking about learning targets and objectives. We stress the importance of clearly defining our expected outcomes. In fact, we have almost developed an entire vocabulary in our field just for this topic. Despite what we call them, the purpose is for teachers and students to know when they have met a particular objective and what it takes to show that they have met it.

If we do this with academic behaviors, then should it be any different with other behaviors? If not, then our premise is that for students to recognize and correct misbehavior, they must first be able to identify the expected behavior. A person only knows he missed a target if he can locate the target in the first place. It might be worth taking another look at just how clear we are being versus how clear we think we are being.

Before listing specific suggestions to help ensure that expectations are clear and explicit, there is one more important point. Contrary to the superstition attached to wishes ("Don't tell anyone or it won't come true."), there is a guarantee that goes with expectations. Don't tell everyone and it won't come true! If you want to ensure that people won't follow expectations, assume they already know them.

So, how can we create a culture built on common expectations that guide our daily work? Here are some ideas to get the ball rolling. (If you have other ideas, then include them in your comments.)

• APPLICABLE TO ALL

A great way to ensure fairness and safety in a school is to create expectations that apply to ALL people, regardless of age, gender, background, etc. It is true that the actual behavior in response to an expectation might look different from one individual to another. For example, a teacher will meet the expectation of being prepared for class in a different manner than a student. Still, the expectation of being prepared would apply to both stakeholders.
Some would challenge this suggestion by saying that adults and teachers should be held to different standards. Is it responsible, though, to expect something of children that you wouldn't expect of adults?

• PASS THE "DEAD MAN'S" TEST

Rule of thumb: If breathing is not a prerequisite to following your rule or meeting your expectation for students, then change it. Too often, we define for students the exact behaviors we don't want to see from them. Don't talk. No horseplay. Don't get out of your seat. Don't be late to class. No running in the halls. (All things a dead man can do.) I catch myself doing this much more frequently than I'd like to admit. Instead of constantly making requests that don't require a pulse, I could clarify and model a positively stated expectation, and then, well, expect it.

Of course, we already do this in education. It is often just too late. I see positively stated expectations frequently on behavior contracts used as interventions with students for discipline reasons. There is nothing wrong with this practice. Indeed, it is helpful in many cases to offer students (and even adults) replacement behaviors. It is a quick way of telling kids, "Stop doing ___ and start doing ___ instead."

What about just having "placement" behaviors that are clearly defined up front for all students? Then, each person can know how to act in this "place" all the time. If behavior contracts have been shown to be constructive supports for student discipline, I can't help but wonder why a school with 1000 students wouldn't have 1000 behavior contracts.

• EASY TO IDENTIFY

This seems obvious, but can be tricky. Clarity with expectations usually is found in the action words. The most important words of our expectations might be the verbs and adverbs. The guiding question is, "What does that look like?" So, even with a broad expectation, such as Be Respectful, there need to be defined behaviors that demonstrate it.

In fact, a good check-for-understanding is to not only ask a student to tell you what an expectation is, but to also show you. If a young person can describe it in words yet has trouble getting his body to physically act it out, then we still have work to do in defining the expectation.

• NEVER GO AWAY

Another specific characteristic of true expectations is that they never go away. Sure, there are expectations that are particular to certain events or times, but in the context of developing a campus culture the emphasis should be on expectations that always guide daily routines. As educators, we might ask, "What is it that we expect from students and each other everyday, all day?" Consider these silly scenarios to make the point in the context of the following expectations.

Expectation = Be Productive: The high school principal is driving to work one day when he suddenly realizes, "Oh no! Today is Thursday! I forgot that my science department decided to not be productive on every other Thursday. I can't have that meeting with them after all."

Expectation = Be Prepared: The teachers didn't bother gathering for the called meeting because last time the assistant principal wasn't prepared. After that, a decision was made by central office that this particular AP didn't have to be prepared for any more meetings this grading period.

Expectation = Be Respectful: The faculty has decided that since Fridays after lunch are when students are most riled up and have difficulty following directions and settling down, they will have a ten-minute period after each lunch where students can go outside and yell at one another and push each other around to release some of their energy.

Admittedly, these are absurd accounts. But that is the point! If an expectation is good enough to have part of the time, then it is good enough to have all the time. Without consistent expectations, there would be chaos.

(to be continued...)