high school OST

[Alan Klein]

Julie,

I, too, am concerned about grading high school students on their presumed
ability to mediate, especially according to some externally imposed model.

Your question reminds me of when I was I student teaching in a Psychology
class in a public alternative high school in Ann Arbor, Michigan in 1974. We
began the class by going over the principles of Group Dynamics, using the
model of Task Oriented Behaviors, Relationship Maintenance Behaviors, and
Self-Oriented Behaviors. Then we posed the following dilemma to the class:
"We have to give you grades (We checked and we do.) We can't give you all
A's. We can't let you simply pick the grade you want. (Again, we checked and
we can't.) Also, we won't play God and assign you grades. So, our challenge
is to come up with a grading system together."

The end result was a beautifully simple, effective procedure. We created a
one page "Likert Scale" sheet. It included such questions as "Did the person
ask questions when they needed to?" (Task Behavior), "Did the person help
others enter the conversation?" (Relationship Behavior), and "Did the person
seem to get their own needs met without detracting from the group's
learning?" (Self-Oriented Behavior) Each had a 10 point scale attached to
it. No points were given if one was absent and points were deducted for
being tardy. At the beginning of each class period EVERYONE (students,
teachers, visitors) partnered up and took two sheets. At the end of the
period they rated themselves and their partner.

At the end of the grading period, we tallied up the scores and posted them
on the board. It was always a beautiful experience. There were always
obvious groupings of A, B, and C students and, occasionally, one or two who
were equally obviously not invested in the class and were either being
disruptive or, more usually, often skipped the class. Notice that there were
NO content  questions, just process ones. We assumed, as you did, that if
they did the work they would learn. And they did!

I suggest you "trust the process" as you work with them and don't get so
hung up on grades.

~Alan Klein

----- Original Message -----
From: "J. Richardson" <judir at accesswave.ca>
> > (I wrote this before reading Laurel's post this morning (thank you,
> > Laurel)..... and now wondering if I'm waaaay off base (mostly with the
> > ideas about grading), but just want to throw this out there to help me
> > along with my thinking about OST in the high school classroom.  I guess
> > what I'm looking for is those stomach lurches any of you might have that
> > will help me prevent snafus..... or if any of this resonates, that would
> > be helpful to know, too.)
> >
> > Greetings ~
> >
> > I'm still thinking about how I might use OST to teach mediation to high
> > school students in a regular classroom setting.  Here's what I'm
> > thinking today.  I'm interested in any thoughts or ideas any of you may
> > have.
> >
> > Theme:  Peer Mediation
> >
> > *** *** ***
> >
> > Givens:
> >
> > Class structure: OST.  4 Principles.  1 Law.  Opening each day.  Topics
> > can be carried over, revised, and newly created as needed.  Marketplace
> > contains entire timeline for the course.  Proceedings from prior class
> > provided at beginning of each class period.
> >
> > Student's Role: Learn what peer mediation is and practice mediation
> > skills.
> >
> > Instructor's Role: Support students in learning about peer mediation.
> >
> > Resources: Textbook, daily proceedings, other resources as requested
> > (when available).
> >
> > School Rules: Still apply.
> >
> > *** *** ***
> >
> > Grading:
> >
> > For a D Grade:  Define mediation.  Identify and describe steps of
> > mediation process.  Describe your most important learning from this
> > class, what you liked most about this class, and what changes could be
> > made to improve this class.
> >
> > For a C Grade:  Demonstrate ability to listen using the three skills of
> > attending, summarizing, and asking clarifying questions. Complete
> > self-assessment of listening skills and debrief with instructor.
> > Describe your thoughts about when mediation might be helpful and also
> > when mediation might not be helpful and explain your reasoning.
> > Successfully complete requirements for D Grade.
> >
> > For a B Grade:  Demonstrate ability to use communication skills and work
> > through mediation process in a role-play situation. Complete
> > self-assessment of mediation role-play and debrief with instructor.
> > Successfully complete requirements for C Grade.
> >
> > For an A Grade:  Demonstrate ability to use communication skills and
> > work through mediation process in a real-life situation. Complete
> > self-assessment of mediation and debrief with instructor.  (Permission
> > of instructor required.  Must first successfully complete requirements
> > for B Grade.)
> >
> > Alternative Grading Structure: Requests for alternative methods of
> > grading will be considered.

*
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