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Rubrics for TEACHER self-assessment

Rubrics for TEACHER self-assessment

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Teachers write assessments rubrics for their students. What about something for the teachers?

I am looking for resources that could support a teacher's self-assessment. Something along the lines of these rubric headings.

Self-Assessment Criteria

As Teacher I:

A) Include mistakes deliberately in the lesson plan
B) Accept my own mistakes generously and gracefully
C) Make use of my mistakes, so that students learn to take risks

D) Arrange learning activities that encourage mistake-making
E) Accept all the students mistakes generously
F) Are curious about every student’s mistakes, in a non-judgemental way
G) Make use of students’ mistakes, so that all the students learn to take more risks


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J. Hudec's picture
J. Hudec
U of R Grad Student / Teacher

Richard,
Making a mistake is a wonderful teaching tool that needs to be addressed and utilized within weekly instruction. Teaching students to recognize their mistakes and to take ownership of them can make them a better member of society.

Not recognizing the mistakes made is simply ignorant. Will Durant stated, "Education is a progressive discovery of our own ignorance." This quote speaks close to home when recognizing mistakes one has made.

Martin Richards's picture
Martin Richards
I train educators to use a coaching approach in their teaching practice

Extending the Mistakes Rubric

Hi Croque

My hope is that the practice of making mistakes whilst teaching will become more widespread, for all the great reasons that are mentioned here and elsewhere, but mostly because it brings to the learning process a sense of excitement, 'edge', discovery, responsibility and increases the delight of learning when you 'fall off your bike'. Naturally this needs to be balanced with safety and a caring attitude towards the students in our care. What's their edge? How exciting can the lesson get, without turning into chaos? Only the teachers in the classroom are in a position to feel that. And I would certainly prefer to see teachers failing because they dared too much, rather than too little.

The means I wish to use to spread this idea is in the form of a teachers self-assessment rubric. I am delighted to see your suggestion for an addition to such a rubric. There are many aspects of mistake-making and I would encourage teachers to design their own rubrics, and self-assess.

Martin Richards's picture
Martin Richards
I train educators to use a coaching approach in their teaching practice

Quality Mistakes count 5%

Dear Beyaja

Thanks for the link to the article. Edward Burger, the author's style was more wordy than I am usually comfortable with, yet when I read it through the second time, the sense of it came through quite clearly. I tend to write very simply and to the point (less is more), as you can read here http://www.martinrichards.se/becoming-a-teacher.html

I particularly liked Edward Burger's strategy for focusing students' attention on making mistakes, "5 percent of their final grade is based on their 'quality of failure' ".

That would be an interesting area to write a rubric for. Any takers?

Read more: http://www.insidehighered.com/views/2012/08/21/essay-importance-teaching...
Inside Higher Ed

Martin Richards's picture
Martin Richards
I train educators to use a coaching approach in their teaching practice

A lot of people call me Richard.

Sherry W.'s picture
Sherry W.
Counselor

A Counselor's Perspective

Dear Mr. Richards,
As a high school counselor, I especially agree with modeling gracious acceptance of our mistakes. Too many students have trouble taking ownership of their errors. Without ownership, students are in denial making it difficult to learn from mistakes. My wish for students is that they not repeatedly make the same errors over and over again. It is surprising how often this happens. As educators and role models, we can teach our students by our actions. Ideally, our own blunders can be turned into learning opportunities!

Martin Richards's picture
Martin Richards
I train educators to use a coaching approach in their teaching practice

Dear Sherry W

There is, I think, a book called "Brilliant Mistakes" or "the Brilliance of Mistakes" that talks about the business advantages of making mistakes, deliberately. I shall look for the book and post a link here

Holly Willis's picture
Holly Willis
Former Social Media Marketing Assistant at Edutopia

I really enjoyed the discussion going on here, so our team decided to share it with our Twitter followers and ask them to chime in as well. Here's the question we asked:

@edutopia: Q: Should teachers deliberately include mistakes in their lessons?

Here are some the replies -- In 140 characters or less of course :)

@SenoraBunn I make mistakes on a regular bases, not on purpose, but my students see that mistakes are a part of life and LEARNING

@vargas_sonya I prefer not to do so. Let students be surrounded by what is correct and true.

@BarksJoshua great article...deliberate mistakes would certainly help students develop critical analysis skills #edchat

Monique's picture
Monique
Educator

Dear Mr. Richards,
I have been looking at a similar area of educators' self-awareness and self-reflection as a form of self-evaluation. I am interested in helping educators consider personal authenticity, which includes making mistakes. Schools often focus on the importance of acquiring knowledge which inherently necessitates that we consider how we make mistakes, but is that the best use of our ability to understand ourselves as learners, and improve? Maybe if we step back and look at who we are and how we relate to our students, our colleagues and the learning process we, as educators, may come closer to fully engaging in the learning process and modeling this for our students.

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