Professor Milani has asked me to share with you my impressions on prescrutini and told me to repeat what I said to her, because she thinks may be interesting from my point of view of the trainee.
I asked her how to give their votes. And she replied: "Good question." But I have not explained exactly in that sense. While I wait for your reply I tell you what I see here at school.
The teachers are so many and it is amazing how there are basically two opinions alike for the same vote. I had read that it was an experiment for a university: it was given to correct the same theme to a substantial number of teachers. The result had seemed incredible were given ratings ranging from 5 to 8. Now that I'm in school, however, does not seem at all incredible. Teachers are like islands, each one reason - though not always possible to speak of genuine reasoning - on his own, following the idea that is done in the past and from which not even taken down to die. Professor Milani says he is tired of asking colleagues to vote and establish a correspondence between knowledge and skills that are the same for everyone, because every time I had brought a chorus of "no". It seems that teachers are convinced that the vote is something very personal to each teacher. And there are those who intended to give very low ratings, and those who give high ratings. All with the idea that it will be more appreciated.
I find that giving the votes to be the most difficult thing in teaching, especially in compulsory education. I can not wait that Professor Milani give me some indication, even if I do not know what he meant by "good question".
These days there are prescrutini, which are class councils that are made before the ballots themselves, and during which you begin to see who will vote which of the gaps and give you attitude. I have not yet used to the class councils, especially those in which the votes that will decide on the evaluation forms, because the discussion on votes, starting from different criteria, all differences are evident among teachers, and also all the confusion. There is everything to concentrate as if it were a matter of life or death, and there is one who yawns and do not care, unless action screaming, only to discover that the student is talking about him is already passed and you are talking about another. Discussions piddling on insignificant facts, comparisons with pupils from six years earlier, perhaps linked by kinship with that which is spoken, a teacher complains that he points out that one of the first six years has nothing to do and another protest because it has to go to the dentist.
"We give eight of conduct?". "No! It made me turn the boxes around the first four months! Let 7, too. " "Why, I'm sorry? With me it behaves well .... " "All right, then we give the votes."
"Well, then? 7 or 8? ". "From 8.." "Okay."
"And Tom? Who gives the failure? ". "I should give it to him, but, poor fellow ... He does not understand anything. I give him 6. "But if from 6 to him, then you have to give 6 everybody." "And what of it? This is the school! "" So you know that at the end of the year we should be promoting, right? Might as well .. ". "What are you talking about? Then we put the votes in them and not talk about it anymore. "
"Caio. Uhhhh, please! With this what do we do? "" I've asked and knew almost everything. On his way, of course. Anyway I gave him a nice 7 ". "Oh God, shall have been a 7 to goodwill. Do not tell me that he knew by 7. "" But he knew of 7, considered the baseline. "
short, after a while, 'I do not know what to think and, anyway, I absolutely understand how are given the vote. But what it means to "know the 7"?
wait for Professor Milani me explain something, because so far nobody has explained absolutely nothing. Neither the university nor to refresher courses for teachers.
Regards.
Beatrice.
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