FIAE+B1+Chapter+10



**Abstract:** [|Redoing assignments] has been an issues for teachers for quite sometime. When a student has missed a day of school for sickness or for other crucial events how does one allow him to make up the work? Or maybe the student is struggling with the material during the actually lesson and needed more time to [|complete an assignment]? Either way, a student needs to [|retake an assignment]of yours and they are in the position where you can either give them full credit or some of the credit. In this chapter of //Fair isn't always equal// we see that there are certain steps that an educator can take to make sure that he or she is in the right. There are [|numerous reasons] to why a student needs more time on projects. That is why it is suggested that you send parents some sort of notification of the products that the students are creating. This will inform the parents when the project is due and what it is about. This connection allows for the parents to have a conversation with the teacher. As for[| the students] they are in the hands of the teacher when it comes to redoing their assignments. Make sure that when they[| redo assignments] it's up to you to determine what qualifies, also remember that an iron hand is needed at times to tell the students that only under extreme circumstances does make up work be done by the last week of grades. That is unacceptable behavior but at least when the redo their work they are showing initiative and that is all that matters.

**Synthesis:** As a class, we believed this chapter was useful. The points made were points that we wanted to use in our class. There is however a growing thread amongst these posts, honestly sometimes I believe that most of Block one are writing rally cries then informational posts. Personally, I enjoy that. Anyhow, our posts said that when a situation for student becomes sticky we are more the willing to help them out. When we mention this we understand the limitations to our own ideas. Some excuses (and excuses is the right word to use) have a bit more of an impact and ask to be treated differently. So, as teachers we have agree to reply to that statement and say that if a student is struggling we are more the willing to hear their own ideas on how to improve what they have. Allowing them to make a plan and pass in their work on that given timeline seems to strike a chord deep inside our beating hearts. All of block one has been under that scenario where no one has listened when we are done and don't know how to complete an assignment. Our passion reminds me of Batman, when we see that signal calling out our name for help we are more the willing to go. It's just that when we arrive to talk to the student we might be a bit rough at first but we have their "gotham city" in our hearts.

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Jasmine
Some students have reasons why they were not able to complete an assignment and need to be able to do it over again for full credit. Chapter 10 discusses guidelines, which would make this a possibility. First of all, parents should always have to sign the original task or assessment and request the redo opportunity for their child. The reason this should happen is because it is important for parents to understand what is going on in school. Also, students should have to wait at least one whole day without being able to redo anything. The reasoning is for this is because students need to reflect on why they were not able to complete it successfully the first time. As a teacher, if I let students redo an assignment, I would reserve the right to change the format for all of the redone work. This way it is fairer because it shows if the student actually has an understanding of the material rather than just memorized the previous assignment and just re copied it. Also, students should not be able to redo work during the last week of the grading period. This is very difficult because teachers have a hard time keeping up with students, and some students don’t end up getting opportunities to fix assignments while others did. It just becomes unfair and teachers should just avoid this confusion. So students should have the opportunity to redo work under certain circumstances as long as the teacher is completely fair about it.

Tyler
Differentiated instruction has some conditions for allowing students to redo their work for full credit, and that is what chapter ten covers. These conditions are meant to be convenient for the teacher and fair for the student. Retakes are to be done at the teacher's discretion. If a student really needs to redo the work, then that is fine. However, if the teacher finds out that the student purposefully did not study for the test just to be able to take it later, then the teacher has the right to refuse to allow a retake. Teachers should treat students like adults and understand that sometimes delays happen and they are unavoidable. Asking the parent to sign the paper that is to be redone is a great way to keep the family updated on how their child is really doing. Reserve the right to only re-assess what is needed. If a student made a great visual project, but needs to make-up the oral section, then the teacher is allowed to assess this part again.

Requiring a calendar of completion maps out when the student will finish the corrections to their paper. Have the student write down what will be done on which day in order for he mistakes to be fixed on time. Also, if a student does worse on the retake than the original, keep the higher of the two grades. This does not indicate a lack of mastery, but an underlying problem that must be addressed. In order to get grades in on time, teachers should not accept retakes during the last week of grading. Finally, ask the student to attach their original product with the one they fixed. This allows teachers and students to see what was fixed and how it was fixed.

Katie In chapter 10 of the FIAE book, the main idea is basically a wrap up of the last three chapters as it discusses the conditions with students making up work that they received a bad grade on. The chapter mentions how if students get bad grades on their redo, they should be allowed to have a sit down with the teacher and discuss a study plan for the next exam or test. Teachers should also be out on the lookout for students who abuse the redo system and know beforehand that their teacher will give them a redo when they really will not.

I think that most of what was said in this chapter I am also going to apply to my students in my classroom because everything seems pretty reasonable to me. I feel that the idea of letting students redo tasks the day after they get their grade is a good idea because it is a steady schedule which the teacher can follow and plan around having. I also believe that if it is a large project that students are trying to redo then I should give them a smaller assignment to do instead of the whole entire project over again so I can save time for the student and I. I want my students to be able to make up any work they feel they need to in order to succeed in my class, but not at the expense of losing other valuable class time.

Ally
This is a policy that teachers debate about whether or not to redo work. Many teachers allow students to redo the work if they know that the students knew the material they just got it mixed up. If a student knows the facts but gets the names wrong then they should be able to redo the work. I agree with the book that it is at the teacher’s discretion to decide what to do with redone work. Some teachers will give partial credit to the work because they are being given the opportunity to redo the work for a second grade. Some teachers will give them full credit because they know the student knows the material. The book uses an example of how we should treat students like adults, because some adults forget to do things and their boss just tells them to get it done by Monday. I agree with this statement to an extent because I think we should give students the opportunity to hand in the assignment late if they have a valid excuse but I do not think this should be constant. If it is constant then the students will know they can slack off and hand in the work late but still get full credit. I think the teacher needs to ask the student why they did not get the work done and if it is a valid reason for not getting it done then the student can hand it in late. This will affect me as a teacher because I am going to have to come up with a policy where I will decide how to handle late work.

Dan
When differentiating a classroom, it is fitting that teachers allow students to redo their missed assignments. But as teachers, we must make it less demanding on ourselves and more helpful for students. I believe that redoing work should be at the teacher’s discretion. Having parents sign forms about redoing work as a safety net for teachers seems like a great idea that I have never thought of before. Not only does it inform the parents of the teacher’s policies, but also provides legal backup if parents ever complain that their child could not make up missed work. I also agree with the idea that teachers should not allow students to redo work during the last week of a grading period. Though I understand that this is usually the time where students begin to freak out about their grades and their standing, teachers are the ones grading the papers and assignments, which is a heavy burden in itself. Having students bombard me with more grading would drive me crazy in all honesty, so I would implement this rule in my classroom. I also agree that teachers should think of how they would want to be treated in situations such as the student’s. Empathy and compassion are big for being a teacher, so we must understand the crunch, and we should. We were once in their shoes, and we wanted the best grade possible. Having some sort of compassion towards the student in their time of desperation will relax you and the student as well.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Jenn
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In chapter 10, redoing work and receiving full credit for it is discussed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Policies about redoing work should go under careful consideration. Not because they shouldn’t be allowed, but just because there are many ways to allow redone work that doesn’t fully benefit the student. The best policy to have is to understand that students want the same courtesy that a teacher, as an adult, would expect, but to also understand that, because the student isn’t an adult they do need regulations, and a plan on how to redo the work. I can say from personal experience that I understand how difficult it is to try and make up work when you’re battling a sickness, and teachers are responding to your cries for help. I do believe that redoing work can be beneficial, but I also believe that it should be done within a timely manner so that the student is able to move forward and benefit from the next assignments on the agenda. I also think that if a student is behind in work, or if they can’t seem to master the work assigned, assessing their understanding through conversation is one of the best ways. It keeps students comfortable and less stressed about a grade and allows them to focus on what they really know. It’s harder for the teacher to assess if they’re comparing it to concrete evidence from other students, but the crucial part is that the student has proved that they have mastered the material.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Jake
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This chapter discusses redoing projects and tests. Wormeli takes the stance that if a student seems to consciously bombing the test so that they can have more time, or so that they can get a preview of the test before taking it than the students should rarely be allowed to redo it. However, when students are allowed to redo a test or homework, they should be shown how to manage their time so they don’t get bogged down with the addition of new material during the make-up period. He also says that teachers always have the freedom to mix up the assignment if they so desire so that students can’t simply regurgitate memorized answers. My favorite point of his is the point concerning allowing redo’s right before the end of the quarter. I think this is the first statement in all of the readings we’ve done that takes any consideration of the teacher’s sanity. Wormeli says that students will often attempt to build their grade up with redo’s just before the end of the quarter, but that as a teacher you are crazy busy at this time already and should focus on what you’ve got on your plate so you don’t go bonkers.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I agree with a lot of what he says. The only qualm I have is when he says that students should rarely be allowed to redo a project or test if it’s something they’ve planned out. Deep down I completely understand the rationale behind not letting them do so, however on the other end if they learn the material better with a bit more pressure on their back during the make-up than maybe it’s worth it?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Alex Slack
<span class="s1" style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">FIAE 10 - Chapter ten is all about doing and redoing, then maybe even redoing your work. This subject I know for a fact is something that is debated buy teachers around the world, it was a heavily debated topic at my school with a select string voiced teacher always allowing kids to redo such items as tests and large papers. No what I learned and absolutely loved from reading this chapter is the choice of redoing work lies in the hand of the teacher. This choice is one of the most logical and awesome decisions made, and this is because if the teacher assigns the work they should be abel to decide how it is done. As far as the idea of redoing work in my classroom I think that if I am going to grade it and it is going to go on your progress report, or report card you should be able to redo it as long as it doesn't interfere with you other work. The only time a student will not be able to redo there work is if they turn it in late. If the work is in on time and they get a grade that they do not like and get feedback in order to fix it then they can fix it as long as they till are able to do other work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Caleb
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Redoing work, a curse that has fallen upon education. Not so much that the act of redoing work has become that curse but the speculation around it has become that way. These speculations almost say that if Frodo failed bringing the ring to Mt. Doom then middle earth would have fallen to the Dark Lord Sauron. People tend to view failure on this broad scale. Either a student does the work or he doesn’t. It’s a very “do or do not there is no try” method to grading. People, however, forget that instead of weighing the assignment with such intensity they can lighten up and realize that a journey as important as Frodo’s takes steps. When we look at an assignment we can’t jump down a student’s throats but we can’t allow them to walk over a teacher either. Thus, there need to be certain precautions that need to be taken in order for us to allow students to redo their work. Let the parents in on what you are doing in the classroom. Let them know that there are options to redoing work and also let them know when a student can’t redo an assignment. Along with that don’t be afraid to change the assignment around. As a teacher you have the power to change what is going on, you have the power to enforce the rules. So don’t let the students rush into your classroom during the last week in order to get their grades all figured out. Tell them that they need to get their work redo sooner, and make it different. Memorization doesn’t teach it makes students regurgitate.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Lizz
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Chapter 10 discusses the conditions for redoing work for full credit. The first thing it talks about is asking parents to sign the original task and request the redo opportunity. I did not like this idea when I was in high school and I had to do it a couple of times but now I see the point of making us do it. I am glad my teachers made me do this on some of my project and assignments because it made my parents ask questions about what I was doing in class. My brother is no in high school, the teachers do not have him doing this, and my parents feel very out of the loop when it comes to his schoolwork. When it comes to redo’s and grades if a student studies and still earns a lower grade on the redo work there is something wrong. In addition, if student do redo an assignment you should average the two grades together because it is not an accurate depiction of mastery of the content. The next thing teachers should not do would be to allow student to redo assignments during the last week of the grading period. If a teacher does not allow the redoing of assignments during the last two weeks, it saves the teachers sanity because it is the last two weeks and most students want to know how they did and there is usually so much grading that needs to be done. These different techniques will help me be a better teacher because I want my students to be able to redo work but I obviously don’t want them to take advantage of me so if I have them get their parents signature or have them attach their original work I can see they really want to redo this and are willing to put in the extra effort.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Abby
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Chapter 10 of //Fair Isn’t Always Equal// looked at this idea of letting students redo work. Wormeli addresses this idea of a student exploiting this tool, but ultimately suggests that when it is monitored redoing work can be extremely beneficial to the student. He suggests having the parents involved in this process by requesting the redo for their child thus keeping them informed on their child’s progress as well as deciding for yourself when it is acceptable to let students redo work. This can be a slippery slope. I think letting students redo things is great if they really are correcting their understanding and learning, however this is not always the case. I remember a physics teacher that I had my senior year who let us redo any assignment we wanted for full credit. No one ever study for her quizzes because we knew that if we did not fully understand it we could retake the quiz with a better idea of what exactly would be on it, since she would seldom change the quiz in anyway or just alter the math slightly. It also became an opportunity to boost grades because even if I received a 97 on a quiz, I knew I could make it up for a 100. However, even though I have seen this idea abused, I think that within reason students should be able to redo work. I do not think that it should be allowed simply because a student is unhappy with their grade nearing the end of a quarter or semester, but when the student really wants to improve and grow. I agree with Wormeli when he says that students should be able to redo work at the teacher’s discretion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Roger
The tenth chapter of FIAE focuses entirely on policy regarding redoing assignments. This is a bit of a touchy issue, since some teachers feel like once is enough and students should not have the right to redo work if they failed the first time. There is also an enormous potential for misuse in regards to effort when completing assignments, especially if students know they will be able to redo it after the due date. One of the solutions offered by the book to counter this issue would be to make the policy discretionary and allow the teacher to choose if they wanted to allow a redo or not. This allows the teacher to use their own personal judgment to determine if the student is abusing the privilege or if they actually need an extra opportunity. Another way of handling this might to be limit the number of redo’s a student is able to do in the class. Ideally, the redo can be used as a once-and-a-while sort of thing, where students only need to redo an assignment rarely. If a student does need to redo work consistently, that is very strong grounds to sit down with the student and try to figure out what is going on.

The methods discussed in this chapter are definitely things that are going to find their way into my classroom and my philosophy. I understand the need to redo work once and a while, and would not think less of anyone who just had a really bad day and needed to make something up. I do understand that some adjustment on my part may be necessary, but that’s part of being a teacher.

Brittany
When we think about what work we will let students redo, we need to remember not to let students take for granted the fact that they are able to redo work. The book suggests having parents sign a form that states what homework will be allowed to be redone, and what will not. Include in this valid reasons for missing, low success rate or incomplete work that can be redone. I like that the book suggests that we consider how we would be treated as adults, we should remember that we are preparing students for adulthood and therefore should consider whether the reasoning would be valid in adult situations. Also we should not let students turn in redone work at their leisure, make a deadline so they will take the work seriously. I also liked the idea of having to have a parent/guardian sign the original task/assessment before allowing the redo, as to let them be aware of what their child is doing and to be involved. I think a key component in setting up the rules for redoing work is that we as teachers should reserve the right to change the policy, by putting this in a syllabus or on the original form parents sign it lets them know that if the right to redo work is taken advantage of or for granted it will be changed. I definitely think students should hand in the original work with the redone work as to allow the teacher to see the change. I think these ideas will be important in my classroom as I make a policy for redoing work because they are great examples of how to handle it. By setting rules early students will know what is expected when it comes to work being redone.