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My high school has an academic "powerhouse" reputation, yet it is poorly funded. Our student population is diverse, from one-percenters to below the poverty line. These students have enormous academic expectations placed on them to take their families "to the next level", and consequently many experience anxiety when they get anything less than an "A". Most students don't see the connection between learning and struggling to master skills, and seem to think that learning is characterized by effortless success. I want to create a classroom where feedback and multiple chances for success are the norm, and grades are a barrier to that. It all came to a head last year when a student--an intelligent, conscientious girl--was reduced to tears by a less-than-perfect grade. My sense is that there were other issues, but we really need to lower the affective filter in my classroom.

About my class

My high school has an academic "powerhouse" reputation, yet it is poorly funded. Our student population is diverse, from one-percenters to below the poverty line. These students have enormous academic expectations placed on them to take their families "to the next level", and consequently many experience anxiety when they get anything less than an "A". Most students don't see the connection between learning and struggling to master skills, and seem to think that learning is characterized by effortless success. I want to create a classroom where feedback and multiple chances for success are the norm, and grades are a barrier to that. It all came to a head last year when a student--an intelligent, conscientious girl--was reduced to tears by a less-than-perfect grade. My sense is that there were other issues, but we really need to lower the affective filter in my classroom.

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