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Rubrics for TEACHER self-assessment

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

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

Comments (14)

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English 10 Teacher, CA High School Exit Exam ELA Teacher, News Production

Dear Martin Richards: Thank

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Dear Martin Richards:

Thank you for inspiring teachers to use rubrics to self-assess. This is often an over-looked aspect of an educator's position, and mistakes are so often viewed "unthinkable" in a classroom.

Once, in a recent observation, my worksheet contained an error. My administrator commented, "You are the expert, you should not have mistakes." I felt awful.

Mistakes happen and handling them appropriately (both in and out of the classroom) is a lesson to be learned and a lesson to teach.

Taking ownership for mistakes and correcting them is a great lesson for everybody, and learning from mistakes is a great lesson for our students-it also provides a wonderful, teachable moment! We need to make it clear that mistakes are a part of life and students need to hear teachers say "no one is perfect, everyone makes mistakes, even experts and as long as we learn from them, we are okay!"

I train educators to use a coaching approach in their teaching practice

I am frequently in the

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I am frequently in the position of guiding teachers towards accepting and making good use of written and verbal feedback from me, their colleagues and their students. I have found that it helps when the teacher is in control of the process

I ask
1) "To whom do YOU give feedback, for what reason and how do you give it?"
The teachers usually talk about the feedback they give to their students for the purpose of guiding them towards higher performance.

Then I turn the question around and ask

"What do you want to get feedback on, from whom and how do you want it?"

Then we discuss the range of each aspect, make a plan and simply do it!

I aim to make this process as quick and normal as possible. My attitude is that "Of course you want feedback - that's how we grow". And I always ask for feedback - in writing. I have binders FILLED with delicious, honest and challenging comments

5th grade elementary teacher in Redlands, CA

Dear Mr. Richards, The idea

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Dear Mr. Richards,

The idea of a teacher deliberately making mistakes as a learning tool is a great topic and as mentioned before one that is often not discussed especially in public.

Maybe you could consider adding this to your rubric:
As a teacher I use my mistakes to gauge my students' interest/attention and understanding of the lesson at hand.

I find that my students are quite interested in catching my mistakes in of course a polite, humble way.

Thanks for posting this self-assessment!

Dear Mr. Richards, We should

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Dear Mr. Richards,
We should also celebrate mistakes, because the "mistake" really may just be another way of looking at something. We are all wired a bit differently :)

Hello Mr. Richards, I was a

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Hello Mr. Richards,
I was a bit confused by the what you meant by A) include intentional mistakes in your teaching. I found this great article which really helped me to envision how including mistakes into teaching can really create a great classroom environment that honors mistakes. Let me know what you think.

U of R Grad Student / Teacher

Richard, Making a mistake is

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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.

I train educators to use a coaching approach in their teaching practice

Extending the Mistakes

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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.

I train educators to use a coaching approach in their teaching practice

Quality Mistakes count

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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

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:
Inside Higher Ed

I train educators to use a coaching approach in their teaching practice

A lot of people call me

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A lot of people call me Richard.


A Counselor's

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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!

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