Do you think behavior and academics should be included in the same grade?
Some educators believe behavior should be separated from the academic grade. Is our behavior separated from the workforce atmosphere?
As a former teacher I say yes... It's funny, but I was just thinking of this before I came back.
This is primarily because I taught art and I only graded on their effort.
Not everyone is a born artist, so their grade was a flat grade. No curves, no tests, no final. Each day was there only chance. When the project was due, I cared very little about whether I had40 Picasso level artists, and more about whether they demonstrated that they cared!
I understand that in math, grading can be far more objectively determined. But if their behavior stinks, their grades will reflect it anyway. They can't learn when you've sent them out of your class. I say - Let them determine their own grade in that respect. Otherwise, their grade will be far better should they pay careful attention.
Having said that, there are those who lose interest due to discouragement stemming from an innate disability. I do, however, think this has to due with hormones. In high school, I cared very little for things that were not beautiful and romantic. I loved Literature, English, Art and even science because it was visual and tactile. Where as in Math, I languished due to my overactive hormones and an imagination that the math did little to stir. By college, my Math scores sky-rocketed. Funny analogy, as Freud would call a Rocket a symbol of potency. I got in trouble for drawing graphic sexual images in high school math. I hate to confess it, but my behavior in Math stemmed from a teacher that did very little to make Math real and fun... it should be. In college, not only had I become sexually active, but perhaps enough so to have gotten it out of my system so as to focus where I needed to focus.
Back to your question -- behavior as I point out from time to time here on HPs, is the product of thought. What and how you think -- more specifically -- what you think about determines how you behave. Their interconnection is maximal. When a child is in class, he needs to focus on the material, or be willing to undergo the consequences of his behavior: A bad grade.
Depending on the grade level, behaviors stem from a host of causes. For some, hormones, others - a genuine lack of attention at home, and an opportunity to get it at school from peers. Unfortunately, since kids and parents are now practically the owners of the classroom, its difficult to make an example of them without a scandal ensuing. In the end, Parents need to stay out of the class and KICKASS@HOME.
Are we allowed to answer this if we aren't a teacher? No? OK, well, I'm answering anyway.
I don't know what sorts of changes have taken place since I last had a child in school....but, I am certain that there was "grading," in terms of their academics, totally separate from the "ratings" in behavior.
By the wording of your question, Susan, it seems safe to assume you don't feel they should be separate.
In terms of the "workplace," I see what you're asking, but actually, it's a big broad brush. I can tell you that there are limitless workplaces where behavior is all over the board, without control and/or supervision...WHICH does not appear to effect a person's position nor their salary/pay. This may not be how it SHOULD be, ideally, but we can all agree that it does exist.
Yes, behavior is very important and should be considered in the overall picture of individuals...youth or adult. However, as a parent, I would vote that my child be graded exclusively by academics and that behavior be graded, as well as dealt with as a separate issue.....For instance, If my son was a genius with top grades, but also a Brat.....I would surely want both areas to be reflected as to their own separate grades.
Of course, as you might have guessed, I never had to concern myself with this, because not only are my sons geniuses....they are also Angels. You've probably heard of them. They've been long-known, worldwide as the "BROTHERS ANGELIC."
This is a great question, Mrs. Holland....and I'm looking forward to the responses.
Don't assume... ;-) I am doing some research for school. :-) I have tried both ways and truly feel fine either way and could give pros and cons either way - but not allowed to discuss here. Big decisions are rolling out for education, though.
Well, slap my mouth! I would have no idea this is top secret.......Shhhhh. OK....I'm whispering now.....I promise to never assume again.......but I still would vote for separate grading!! Will you tell us the outcome? I hope so.
I teach in a residential facility where "residents" are "sentenced" to 6+ months. (I am trying to be PC ... and failing). Yes, I teach at a lock-up.
My students' overall grade is based on 25% behavior, 75% academic work. This has been the rubric for the last 20 years. Students can immediately see the improvement in their overall grade (and their academic success) when they behave in the classroom. As they behave, their grades rise. As they misbehave, their grades fall. Yes, they are doing what we should expect all students to do (come to class on time, pay attention, don't harass each other, be willing to try), but when they behave well, they notice an immediate reward.
When I taught in public schools for 20 years, I routinely included a 10% behavior grade to reward those students who genuinely enjoyed learning. Their test and quiz grades may not have been the best, but their attitudes were A+.
If pressed, I imagine just about every teacher takes a student's behavior into account when grading, especially when it comes to students who are "tweeners," those students on the cusp of a higher (or lower) grade. The well-behaved generally go up a letter grade, don't they?
If behavior is calculated in the grade, students should be aware of not following rules. Basic and clear rules should be included in the assignment rubric. This allows all students to succeed. For high school or elementary middle school students, the homeroom teacher needs to inform students of behavioral grades (In writing and orally). Students and parents need to understand how a suspension or inappropriate behavior will affect their overall grade (Usually, the school handbook lists behavioral infractions). Involving parents is key, because parents can have a discussion with a child regarding any potential inappropriate behavior. Therefore, educators can reiterate assessment rules when questioned.
Any straight-A student from a reputable school, who is awarded a scholarship to study overseas, will never be contented. Their hearts will always be a raging storm. As this behavior is undesirable - they will pressure themselves to work harder - would that imply that academically-gifted students do not deserve to have an excellent grade?
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