taylweaver (![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png)
taylweaver) wrote2005-07-14 07:21 am
taylweaver) wrote2005-07-14 07:21 am
Entry tags:
The weight of teaching
Over the past few days, I have come to realize just how much responsibility teaching puts on my shoulders. On Monday, I had to grade papers for the first time. With math, this is not so difficult - the answer is either right or wrong, and the questions I asked did not really lend themselves to partial credit - though that will complicate things next time. But when grading essays, things get much harder. There is no objective way to say which paper is better than another. I tried to quantify it. I tried to use a rubric.
For those who don't know what a rubric is - I sometimes forget that it is not part of everyone's everyday vocabulary - just mine - it looks something like this:
Outline Organization
1 Missing Poor
2 Incomplete Getting there
3 Great Wonderful
But add a few more categories, and a better description for each number.
So I tried that system, but I realized it did not quite match with my idea of which students were writing "good" essays. And then I had to tweak the system. And I had to read each paper multiple times. And it took me hours.
After all that, I still end up feeling like some of my decisions were a bit arbitrary. And these possibly arbitrary decisions determine what grades some of my students got - the difference between an A and a B, a B and a C. This is a big responsibility.
But I have learned that teachers also bear a different kind of weight. Teachers get approached with many questions. Some of these questions reach beyond the realm of education.
Yesterday, a ten-year-old asked: "What's a suicide bomber?" She then added, "What's suicide? So-and-so told me I should know already."
Without really thinking, I answered something along the lines of: "Suicide is when a person kills themself. A suicide bomber is someone who wants to kill other people so badly that he is willing to kill himself along with them."
It was only afterward that I paused to think about whether or not I should have answered at all - though, upon reflection, I decided that if she was asking, I should answer. She knew the context - she asked me if I had heard about what happened in London - and she had read the phrase in a newspaper - I am guessing it was in a headline.
What to say after answering is an even tougher call. Do I reassure her? Do I tell her these are very bad people? I didn't say anything of substance. In retrospect, I think I should have asked how hearing the definition made her feel, what was going through her head. Maybe then I would have know what she needed to hear next.
I suppose teachers are not the only ones who face these questions and decisions. Parents do too, of course. But in some ways, it's more complicated as a teacher. For one thing, I have known my students for little more than a week. And then there are the parents themselves - if I make a bad decision, or a decision that they think is wrong, I have them to answer to.
For those who don't know what a rubric is - I sometimes forget that it is not part of everyone's everyday vocabulary - just mine - it looks something like this:
Outline Organization
1 Missing Poor
2 Incomplete Getting there
3 Great Wonderful
But add a few more categories, and a better description for each number.
So I tried that system, but I realized it did not quite match with my idea of which students were writing "good" essays. And then I had to tweak the system. And I had to read each paper multiple times. And it took me hours.
After all that, I still end up feeling like some of my decisions were a bit arbitrary. And these possibly arbitrary decisions determine what grades some of my students got - the difference between an A and a B, a B and a C. This is a big responsibility.
But I have learned that teachers also bear a different kind of weight. Teachers get approached with many questions. Some of these questions reach beyond the realm of education.
Yesterday, a ten-year-old asked: "What's a suicide bomber?" She then added, "What's suicide? So-and-so told me I should know already."
Without really thinking, I answered something along the lines of: "Suicide is when a person kills themself. A suicide bomber is someone who wants to kill other people so badly that he is willing to kill himself along with them."
It was only afterward that I paused to think about whether or not I should have answered at all - though, upon reflection, I decided that if she was asking, I should answer. She knew the context - she asked me if I had heard about what happened in London - and she had read the phrase in a newspaper - I am guessing it was in a headline.
What to say after answering is an even tougher call. Do I reassure her? Do I tell her these are very bad people? I didn't say anything of substance. In retrospect, I think I should have asked how hearing the definition made her feel, what was going through her head. Maybe then I would have know what she needed to hear next.
I suppose teachers are not the only ones who face these questions and decisions. Parents do too, of course. But in some ways, it's more complicated as a teacher. For one thing, I have known my students for little more than a week. And then there are the parents themselves - if I make a bad decision, or a decision that they think is wrong, I have them to answer to.
Re: Suicide Bombers, & Suicide
This is why we need more teachers like my high school chumash teacher - a rabbi with a doctorate in psychology, who considers Jewish text from both angles.
Re: Suicide Bombers, & Suicide
There are a lot of amazing rabbis out there who do understand this stuff, but there should be more.
I once heard Rabbi Dr. Zvi Weinreb say that he heard more serious problems as a rabbi than as a psychologist - some people who went to him as a rabbi were people who were unwilling to go to a psychologist, and they went to him (as a rabbi) only when the problem got really out of hand.