Abolish Grades? I Don't Think So
Other teachers barrage you with essays, quizzes, and tests almost every class meeting--all of which count toward your final grade.
2. Determine the grading procedure. Will you be graded on the curve or on your individual performance? Will you be able to drop the lowest test score in computing your final grade? Will tests be returned so you may study them in preparation for future tests? You should be clear on these points during the first week of class. If the teacher does not clearly articulate these on a syllabus or in discussion, ask.
3. Follow the guidelines and procedures for assignments, but look for opportunities for flexibility, variations and exceptions. Make your assignments fit your interests, learning style and lifestyle. If a history teacher assigns a research paper on World War II, for example, don't just grab the first string of information you spot in a reference work. Think about what interests you most and tie it in with your assignment. Let's say you love music. Perhaps your teacher will approve a topic on the prevalent themes in the popular music that evolved during World War II.
4. Make your hard work count for more than one subject when possible. One summer I was taking three graduate courses in a six-week session. Each based our final grade on a major project. I immediately decided that strategic planning was necessary. The media class required a slide-tape presentation, but the teacher didn't care what subject we chose. He would be looking at the technical aspects. The library science class required a survey of one genre of literature that we would share in an oral presentation. The psychology class required that we explore one type of therapy and give an oral presentation.
While browsing the psychology literature, I discovered a type of therapy called bibliotherapy where the reading and discussion of books was found to promote healing in clinical settings. I also decided to delve into adolescent literature in my library science class. Can you see where this is headed? I made slides of a group of adolescent friends surrounded by the top 100 adolescent paperback novels that I had them discuss that day. After plying them with pizza, I asked about their interests and which books, if any, had had an impact on their lives and why. With only some minor changes in the tape when I played it for the psychology class, I used the
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