Compassionate Standards in the Classroom
Date
2022-11
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Abstract
Compassionate Standards in the Classroom
Over the past century, the technical aspects of grading students have been explored; by asking key questions, several outcomes result, including the consistency of assigning and reporting grades, what grades mean to students and instructors, the reliability and validity of cumulative grades, and the affective meaning attached to grades by students (Anderson, 2018). As educators, it is helpful to “think function” in the classroom, where both positive and negative reinforcement can be utilized to respond to students more effectively (Bailey & Burch, 2009). Balancing classroom order and boundaries, while still accommodating students is the goal. Exhibiting compassion in the classroom can support students. Moving too quickly to alleviate student discomfort supports neither student success nor classroom standards. Reinforcing substandard behavior such as chronically late submissions and procrastination may not be examples of compassionate behavior (Taylor et al., 2018; Jazaieri, 2018).
Description
Participants will apply grading knowledge via five essential questions that result in several critical purposes for grading students.
Participants will understand how to provide students with function-based responses to encourage productive behavior in the classroom and redirect nonproductive behaviors with compassion.
Participants will explain strategies for creating an online environment that promotes compassionate practices and standards to support student learning and well-being.
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