On Sun, 26 Mar 2006 10:17:18 -0500, Guess who <firstname.lastname@example.org> wrote:
>On Sun, 26 Mar 2006 08:37:04 -0600, Serial Killfiler ><alXXhuriyeh@NOSPAMyahoo.com> wrote: > >>On Fri, 24 Mar 2006 16:16:42 -0500, Guess who >><email@example.com> wrote: >> >>>On 24 Mar 2006 12:37:28 -0500, firstname.lastname@example.org (Herman >>>Rubin) wrote: >>> >>>>The elementary and high school >>>>curricula are designed not to give the appropriate positive >>>>or negative feedbacks. >>> >>>You are being purely argumentative. That is pure rubbish. >> >>It's not rubbish at all. We mere high school teachers would never be >>trusted to grade kids strictly upon what they know. Therefore, their >>grades do not really measure their aptitudes as they should. > >I am a high school teacher retired, and dialogue with students was an >intricate and necessary part of the teaching process. In fact, that >was one of the reasons that parents and students of absentees could >never understand. When a child missed a class, he did not miss just >the material content, but the dialogue surrounding it by both teacher >and students.
I have been teaching French for years, so you aren't telling me anything I don't know. It's hard to make some parents understand that mountains of worksheets simply cannot substitute for my instruction. They seem to think I say it out of conceit.
>What IS digusting in general is the feedback required >which is entirely meaningless, such as "eraly warning reports' which >here at least were based upon past material bieng "reviewed",rather >than new, which would be much more descriptive.
The best feedback I can give is in composition and oral proficiency tests. These will really tell you how efficiently you are communicating and, with oral interviews, if you tape them you can get as specific as judging them on the sounds and intonation patterns that most clearly distinguish French French from Atlanta French. However these are the grades I am constantly pressured to inflate... because Mary "tried" and Bill was "absent" and Mark had baseball practice and Lucy broke up with her boyfriend, etc. etc.
>Aptitude? That lies in the realm of psychology in general, and why in >industry there are, at least for positions of management, some hefty >psychological testing procedures. However, I am definitely in favour >of the teacher [who has been already tested to death in order to gain >the position in the first place] being able to decide the rightness or >wrongness of student placement within any given course of study. >Reasons for that require lengthy discussion, but basically, anyone who >has worked at anything for a lifetime should have some intuitive idea >of rightness and wrongness that can later be detailed. Mind, some >students make it simple to make such decisions about aptitude
Aptitude, like intelligence, is plastic. Whatever you work at produces mental growth, draws upon and expands your existing aptitudes. Growth will happen-- only the rate and subjective ease will vary. But because grades are worth money, you are in for trouble if you use them to measure actual achievement. You are expected to provide customer service, not an assessment.
TSK ---------------------------------- "May those who damn us be damned." alhuriyehNOBOTS@NOBOTSyahoo.com