tag:blogger.com,1999:blog-4309868682539752362.post9110389078055784036..comments2015-10-21T07:55:20.285-07:00Comments on Melissa's SED 561 Blog: From Red Pen Corrections to CareAnonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-4309868682539752362.post-90050992684147904432015-10-07T11:07:26.921-07:002015-10-07T11:07:26.921-07:00Melissa,
I totally agree with the idea of mentor/t...Melissa,<br />I totally agree with the idea of mentor/teacher being deeply connected, I would also add role model, which can be a bit scary, but I think fits here as well. We need to be open to our students, and accountable for our choices as well, and while we can't control which of our students will take us on as mentor/role model, you are correct, if some do, than we all benefit from that relationship. <br />I like the way you are turning student feedback away from correction, I try to ask questions and highlight strengths in student writing samples, and use direct lessons as a way to address common problems. This week we used a google document to address spelling errors and usage/agreement. By projecting a sample and teaching the process of editing, I can feel as though I have given student-based instruction in a specific area of need, without marking up a paper full of red pen. It may take multiple efforts to sink in, but it definitely creates a more positive approach to editing.Anonymoushttps://www.blogger.com/profile/00696402900596847183noreply@blogger.comtag:blogger.com,1999:blog-4309868682539752362.post-53241291220462125062015-10-06T16:22:27.118-07:002015-10-06T16:22:27.118-07:00This reminds me of "apple-onion-apple" g...This reminds me of "apple-onion-apple" game we do in advisory. Two goods and a bad, for example. That sounds to me like it is similar and you give a great balance. I like the question that Brittany posted "So how do we temper realistic critique?" That is a 'challenging' (keeping with the growth mindset) and great question to ponder. I think I might try to mark my papers with the correct answers and do nothing with the wrong ones. That seems backwards, but it might work to nurture the strengths. :DAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-4309868682539752362.post-44066056992431391762015-10-05T15:30:43.592-07:002015-10-05T15:30:43.592-07:00Melissa - There are so many times that I go to wri...Melissa - There are so many times that I go to write a comment on a paper, then have to scribble back and stop myself from "fixing" things. I think as lovers of words and language, our English teacher brains work so fast and see possibilities in their writing - but we often end up framing those possibilities by diagnosing errors. I love that you frame your response around 3 things they did well and 2 things to improve. I am wondering though, what happens to those legitimate mistakes that don't ever get addressed? Not every assignment can receive multiple rounds of feedback and have unlimited opportunity for revision. My fear is that students will assume that everything else is hunky dory. So how do we temper realistic critique (and avoid fostering false senses of confidence) with the need to "nurture high end skills?" Brittany Richer Ahnrudhttps://www.blogger.com/profile/12777477783602958216noreply@blogger.com