How much help, is too much help

I like that phrase "failure is not an option" I should put that up in my class. I teach third grade and I do not accept failure either. If a student receives a failing grade on a paper, I remediate with them and have them do the paper again. I then take that grade and I either average the two out or I put the new grade in my gradebook. I tell my students that I am not there to fail them or pass them, but to assist them with their learning. Therefore, I believe that remediating them I am ensureing that they understand the concept. It has also slowed down them rushing through assignments. Because they do not want to lose their special time to sit with me and be remediated.

Jaqueline, I have the same problem, but in my fifth grade math class. I have those students who go above and beyond what they are supposed to do, and some who make no effort at all. Because of an unspoken "no zero" policy at my school, some of my students do not even try, because they know that they will receive a 50 for showing up to class. I have tried rewards geared toward my whole class, that seem to make the students want to finish their work. The most effective reward that I entice the students with is, if they do all of the assigned work for the week, the following Monday, the students who did what they were supposed to do get to eat their lunches in the classroom with me and watch a short movie. They love it and I have less of a problem getting work turned in.

I love the idea of making students work for your help! What I have found in my classroom is that the students who really need the help try to do it by themselves, and other students see an aide who is willing to help, and prey upon her for answers. Unfortunately, this has lead to the students who don't need the help seeing lower test scores because they do not take the time to study the content.

On the flip side, when there is a lower functioning student who does accept help, I worry that I am setting him up for failure in the next grade. Our 7th grade students do not seem to receive as much support as our 6th grade students, and I worry that by giving modified work that includes a word bank or the first and last letter of a word, I am setting expectations for modified work that they may or may not get in 7th grade.

I have considered the "failure is not an option" philosophy, but I also think that there needs to be a consequence for performing poorly on work. It's a catch-22. Some may say redoing it is punishment, but if a student redoes an assignment and gradually does better through trial and error ten times and manages to pull an A or B in the course, have they really been punished or learned anything at all?

Prem Gandhi
Grade 7 Math Teacher

I agree with your idea about making our students responsible than spoon-feeding them. Too much of help or guidance simply kills their skills, specially in a subject area like mathematics. To work independently is the sole way to learn this subject and students usually don't like it. As a way out to this problem, my daily grading policy is totally student response oriented. No participation in developing the ongoing topic carries them a D, most of the time. They simply hate D's, so get more involved.

I agree with your idea on making out students more responsible than spoon-feeding them. Too much help or guidance simply kills their learning skills, specially in a subject area like Mathematics. They cannot learn the content unless they work independently. To motivate them, my daily grading policy is basically student response oriented. The more they get involved to build up the topic, the better the grade. No participation simply gets them a D. No one likes a D, so it results in better student participation.

Lindsay,

The idea that you had about lunch in the classroom seems like a great incentive. My school also has that same, unspoken, "no zero" policy. Thanks for your idea! I may just run that by my principal tomorrow!

Jacquie

I believe when you give a child all the answers and do not allow them to use their knowledge that is too much help. I have been teaching for the past seventeen years, when my students are stumped with a problem in anything, we always walk it thorough. I let them tell me what they know and what it is they want to know. I would then ask questions that would lead them to the answer. My final question would be " What do you think you have to do?" The students always smile or as you would say you "see a light come on". Sometimes, all we need to do is help the students apply the knowledge they know. Many students do not have the critical thinking skills, we as educators need to develop that aspect into their studies.