Reflections of an Educator

I feel dizzy from the number of times I have flip-flopped on the topic of extra credit in schools.  As a middle school educator, I am flooded with requests from students, "Please, Mr. G.  Is there any way I can do extra credit?  Pleeeeeeease?"  Some years, heart strings were tugged in September, and my policy was made for me.  Other years, however, I stood strong and tall, feeling a bit like an ogre, saying "So sorry, I don't do extra credit," but unsure about the WHY behind this statement.  Once I thought long and hard about extra credit, and its potential damaging effect on my classroom, and exponentially my school, my state, and beyond, I decided that extra credit was a dirty little secret, and simply had to go. Why?  Extra credit, sitting innocently enough by itself, doesn't sound so sinister, right?  I found that more often than not, extra credit was being requested by students who wanted to raise their grade.  What a fantast...

Two researchers from Northern Kentucky University , Christopher Cook and Shawn Faulkner, conducted a study of two middle schools in Kentucky that had effective teaming at the middle grades level.  This study clearly listed the benefits of having common planning and meeting time at the middle school level, a crucial time for students in their educational career.  In order to support students at the middle school level, it is important for common planning time and meetings to occur.  Although this model can be costly, when properly implemented with tight-loose leadership from the administration, the benefit to student learning and support is nearly endless. Cook and Faulkner make the argument for three types of meetings at the middle school level: Interdisciplinary Teams : these teams, made up of adults that teach different subjects but the same students, should meet regularly, to address: Scheduling changes Student concerns Students receiving services Behavior ...