Teacher Interview on Grading Practices

As I had an interview with my cousin for Site-Visit, I talked with him again about the Grading Practices in his working place CDI. His mane is Eunseok (Riley) You. He a twenty-four year old Asian-American individual whose target-teaching level is from elementary school to middle school in Chungdahm Learning Institute. Luckily his teaching level is almost the same as I am so I expected it was helpful for me.

CDI http://cdi.chungdahm.com/chungdahm/ is one of the most renowned and well known private academies in Korea whose targeting students’ range is from elementary grade 4th to high school leveled based on placement test.

While CDL follows some fundamental methods when it comes to educating children, they have other various methods to bring out the potential within the students. The age old method of testing is still a very popular approach to properly determining the students’ academic levels. Although students might disagree, the pressure and motivation that derive from exams allow an individual to meet their potential. CDL is no different when it comes to administering exams to the students. For instance, the exams consist of both multiple choice questions and fill-in questions. In terms of format, the tests are pretty straight forward but the grading methods according to CDL are different.

CDL’s approach to grading is not so strict. CDI has two types of tests. One is regular weekly test which was conducted by section teacher. This test consists of reading, listening, speaking and grammar and each section point is 5. This test was aimed to check out how students are following the class. If a student could score as low as a 4 or 5 out of a 20 points and he or she will be rewarded with a passing grade such as a C. After test each student gets feedback from teachers which make students know about their English ability in each section. Another is a kind of level test that was taken place every 3 months. This test also consists of reading, listening, speaking and grammar and each section point is 25. Through this test students are arranged to go to a higher level or take a same course 3 months again. This test also does not have a strict cut off standard. If a student gets average 65 out of 100 points, he or she can go to the next level.

He said almost all students could pass the level test. I thought the tests didn’t have discrimination capacity. So I asked how easy the tests were. He said if students take class hard and do their homework well students can easily do well on a test. In other words this is in no way used to allow the students to discourage or divide excellent or poor but rather it is used to motivate a student and to build confidence in them. Getting low grades do not motivate a student to try harder because what would be the point in trying if getting an F was second nature to them. Instead, encouraging the student for working hard pushes them to work even harder. If he or she was not able to perform well on the first test, there is always room for improvement in the next.

I feel CDL follows traditional methods in educating students but they also implement new ideas as well. I have thought test is to find out who is good or poor or divide students low or high. After talking with him, I realized test can be also used to motivate students to study more or make them have confidence. Therefore, we have to shed our ways from those of the traditional style of the past into the brilliance of the future. The school system in the 20th century matched the style of our parents and our grandparents but with new bright minds that set out to make the world of tomorrow, we have to be out with the old and in with the new.^^

Download Standards/Locate Standards-Based Instructional Plan

1. Tesol Standards
Goal 1, Standard 1
To use English to communicate in social settings: Students will use English to participate in social interactions.
http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316

2. Locate Standards-Based Instructional Plan
http://www.makeworksheets.com/samples/lessonplans/socialstudies.html

Teacher Name-: EJ Von Schwann Date-: September 13, 2005
Grade Level-: 7-8 Subject-: Social Studies
Title-: Character and Citizenship Education Unit-: Civics
Period-: 3
Title--: Social Studies

Focusing Event/Introduction-: The purpose of an elementary school character education program is to develop social health traits including citizenship, honesty, respect for others, kindness, cooperation, courtesy, respect for home, school, and community environments, and generosity. Teachers and parents and other significant adult should be models in these areas. A guest speaker will be invited to the classroom. He/She will be someone who demonstrates good citizenship in their jobs or in a volunteer capacity. This will be an introduction into transitioning from knowledge to actions. The students will have a set of questions prepared to ask the speaker. A chart of socially healthy traits is posted in the classroom. This is the result of previous lessons on character education. Students will add to this chart after the discussion with the guest. This will serve as a motivator and a review for the students.

Key Concepts/Goals-: Students will be able to recognize characteristics of a socially healthy citizen. Students will be able to transition from knowledge and understanding of socially healthy traits to applying these in everyday life as a good citizen.

Objectives/Performance Indicators-: 1. Each student will identify two or three specific actions he or she can accomplish to practice good citizenship. 2. Each student will research and agree to accomplish one social health action before the end of the week. This will be done with a partner.

Materials/Resources-: Display chart of socially healthy characteristics of a person and ultimately, a good citizen. Computer for research and writing. Large map of the USA Individual state outlines for the students to use on the map. Markers, crayons, pencils, etc.

Curriculum Standards-: NSS-C.K-4.5 ROLES OF THE CITIZEN What are the Roles of the Citizen in American Democracy? What does it mean to be a citizen of the United States? How does a person become a citizen? What are important rights in the United States? What are important responsibilities of Americans? What dispositions or traits of character are important to the preservation and improvement of American democracy? How can Americans participate in their government? What is the importance of political leadership and public service? How should Americans select leaders?

NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Procedure/Demonstration/Explanation-: A Map of the USA will be displayed on a bulletin board. Each student will be given two or three states as puzzle pieces to be placed on the map. Using a transparency to demonstrate, the teacher will explain that students will write a personal trait on each of the puzzle pieces. These are socially healthy traits that can be used as good citizens. They are to write the trait, color the puzzle piece and glue it on the map. After completing the map, the students will discuss how each of them is important in helping to make our world a better place. Everyone plays an important role in accomplishing this task. When this is completed, the students will partner with someone who has a different trait or gift. They will research on line, brainstorm how to transform these talents into action, through an act of volunteering. This will be presented to the teacher who will approve and offer supervision for these efforts. Teacher assistants, parents and other volunteers can assist the students in this venture. The students will be given one week to perform this task. The partners will complete a presentation to be given in the classroom to parents, to demonstrate good citizenship.

Accommodations for Special Needs-: Some students may need one on one assistance from the teacher or aide. Students may choose to make transparencies, slide presentations, etc. to make this task more challenging.

Closure-: A presentation from the partners will be used as a review of what has been learned about character traits and being a good citizen. This will take place after a week of volunteering has been completed. Parents will be invited to attend. Hopefully, this will be ongoing and parents will join their children in volunteering.

Assessment / Evaluation-: Student presentations will be assessed by addressing the following questions: Where did we go to volunteer? Why did you choose this? How did this change the lives of those you helped? How has this changed your life? What will you do in the future to continue contributing to society?

Teacher Reflection-: Teacher will realize time that is needed to accomplish the objectives of this activity. Classes will be given in character education before this activity can be put into action. Do the students need more time to research? Be cautious will allowing the development of this lesson. Supervision is to maintained in this activity. Students will have an adult with them at all times.