In part one of this series, we looked at relationship as a prerequisite to assessment. This friendship, whether between parent and child, teacher and student, or mentor and apprentice, can offer a rich environment for the cultivation of knowledge and skills, and ultimately wisdom and virtue. In part two, we considered the importance of response, the understanding that assessment is a two-way street and needs to be an interaction between both teacher and student.
Renee Mathis
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In part one of this series we looked at relationship as a prerequisite to assessment. In his book Norms and Nobility, David Hicks says “Knowledge – the activity of learning – gives teacher and student a common ground for friendship – while accentuating their unequal status.” This friendship, whether between parent and child, teacher and student, or mentor and apprentice, can offer a rich environment for the cultivation of knowledge and skills, and ultimately wisdom and virtue.
Part 2: Response - The Expectations During Assessment
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When I first began teaching other people’s children, the thought of assessing their work filled me with no small amount of dread. Even back then, when it was simply known as “grading”, I became anxious at the thought of telling others that their work had, or had not, met the standard. Why oh why hadn’t I decided to teach math? You either get it right or you don’t. Yes or no. Correct or incorrect. Vainly I searched for encouragement from other Language Arts teachers. The advice ranged from the humorous (“Throw the papers on the stairs.
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It finally happened. I forgot. Sitting down to lead my last webinar of the year with my first class of graduating apprentices, I realized I was unprepared. Too many commitments, too many things on my schedule, and too much reliance upon my insufficient memory meant that not only had I forgotten to pack the text into my bag, but I had forgotten to check the syllabus and even read the text to be discussed.
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Sweet Home. It’s more than just a lovely sentiment on a cross-stitched pillow. You might say it’s engraved, embedded, etched on our very souls. From the time we are little and draw a crayon square with a triangle on top to the day we leave home for college or set up our first apartment or purchase a house for the first time or bring that first baby home, we are ever consumed with a desire for a place of our own, indeed a place to make our own.
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Recently my son attended a two-week course at The Center for Furniture Craftsmanship in Rockland, Maine. What do woodworking and writing have in common? You might be surprised!
BEGIN WITH THE BASICS
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“I want my child to be an independent learner.”
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