Tag Archives: Warren Wilson College

Educational Fantasy #1: The Gradeless Classroom

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This spring I have the good fortune of having a competent and enthusiastic teacher intern who is taking responsibility for a number of my classes. It has afforded me some time: some time to do especially good work for the students that remain solely my responsibility, some time to write a poem or two or thirty, some time to get my student growth goals done nearly a month before they are officially due, and some time to THINK, reflect, cogitate. This morning, for example, I thought to myself, as I remembered how many blog entries I have written about the things that are not right about public education, why don’t I, instead, write a series of entries describing fantasies I have regarding education in its best pie in the sky kind of light. In other words, why don’t I do a thought experiment: if things were perfect in the land of public education, how would things look, according to me, that is, and some of my friends? I don’t promise that this series will be especially academic or super serious or practical, but I hope at the very least it will be honest.

It is likely that much of what I propose will seem impossible to some. That’s okay. That would not surprise me. We are all creatures of habit and habits in the realm of educational practice and policy, as we have seen, die hard. But what would have become of us if people did not dream the impossible? See? Some of that shit actually got done. So here we go with Educational Fantasy #1.

I’ve written about this before at length, but it’s worth repeating in the super short formGrades suck. Despite the fact that I have graded students my entire career and continue to do so and even sometimes argue with myself and others about the validity of such antics, I still believe in my heart and soul that grades suck. So my first wish for an educational utopia is the gradeless classroom.

Again, don’t take my word for it. Read about it. Look it up. The research will tell you (at least some of it), (at least the research that I prefer), that grades create anxiety, that grades do not accurately measure, and that grades do not motivate.

What should motivate? Learning. Okay, how do you motivate kids to learn for learning’s sake and not for a grade? Well, if you eliminate grades, what’s left? Learning. Or no school. Most of us would prefer the former to the latter for our young people. Young people may have a different opinion.

I have had several experiences in my life as a student in a gradeless classroom, and you have probably had some as well, and maybe your kids have had some, even now. Let me tell you about a few of these.

Elementary School.  That’s right, at least in my experience as a little tike, I do not remember bringing home letter grades. My son, in his first 6 years of public schooling, has never brought home a letter grade. Don’t get me wrong, elementary school kids are measured, but they are not graded. Instead, teachers report progress toward certain standards or expectations for which kids are something like “in progress,” “meeting,” or “exceeding.” Did we learn stuff in grade school? I think we did. Were we, for the most part, motivated and relatively happy with school? I remember that we were. My son, except for a moment now and again where he complains about a “mean” adult or some level of grade school ennui, is, generally speaking, a pretty happy camper. And he’s learning gobs.

As far as I can tell, grades are introduced to young people in Middle School and continue onward forever and ever. Something wicked this way comes, but I don’t want to talk about that now. Pie in the sky, remember?

My second experience in a gradeless classroom was as an undergraduate at Lewis and Clark College. I took Modern English Literature from the late, great Vern Rutsala. The course was offered pass/no pass, an unusual move for a professor to take during that time, I think. I worked hard. I learned a lot. I read and discussed great books. I passed! It made no difference to me whatsoever that I did not receive a grade. It had no bearing on my perceptions of the value of the class or the rigor of the work, and it had no effect on the level of energy I exerted or invested in studying.

Most profoundly, perhaps, I was accepted, I enrolled, and I completed a Masters of Fine Arts in Creative Writing at Warren Wilson College, the most significant educational experience of my life-time thus far, without ever reporting or receiving a single grade.

And continuing through adulthood and professional life, I have taken countless courses and workshops and attended conferences taught or presented by all sorts of people and institutions, none of which attempted to give me a letter.

In a perfect world, middle school and high school and college students would not be graded in their classes. They would pass or not pass based on evidence of their learning, learning that is individually appropriate and growth oriented. Did the student learn? Did the little cherub grow? Can he move to the next phase or level of difficulty?

And if he didn’t or can’t? Educational Fantasy #2: Real and Effective Interventions and Alternatives for Students Who Do Not Function Well in School.

 

 

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Filed under Education, Introductory, Teaching

The Power of Retreat

St. Mary's College, Moraga, California

St. Mary’s College, Moraga, California

The truth of the matter is I didn’t read a single word of Moby Dick. I remain today on the same page I was on a week ago. Thanks to the generosity and kindness of my wife and son, I have been on retreat for a week at St. Mary’s College in Moraga for the Warren Wilson MFA Alumni Conference, to write, to learn from and listen to and play with the best writing community my world has ever known, and, with some extra time left over, to read Moby Dick.  Only the last thing on this list got absolutely no attention.  I’ve forgiven myself already, mostly because the rewards of these other items were so immensely bountiful, and so I want to spend some words today reflecting about the power of this thing I’ve been able to do, the power of a thing from which everybody could probably benefit no matter what their work or vocation, the power of retreat.

Retreat: a quiet or secluded place in which one can rest and relax.  Well, yes, sort of.  But this sounds kind of like a vacation to me–only one that strives to avoid the usual hustle and bustle of tourism or the kind of camping trip that is chock-full of activity.  My sense of retreat has to do with a certain amount of quiet or seclusion, yes, and a level of rest and relaxation, yes–but a rest and relaxation that comes with work that one truly desires to do, work of the soul or heart or mind, creative work, work that sustains rather than exhausts.

I know of two such  retreat experiences in my life.  They have become for me pivotal, profound, powerful touchstones, helping to revitalize my work and my mind, providing inspiration for my creative output and the heart to pursue with humor and courage the more mundane aspects of life, domesticity, and gainful employment.

The first of these is the annual Warren Wilson MFA Alumni Conference.  Every summer, thirty to forty individuals who have graduated at some point in time from (I think) the oldest low residency MFA program for creative writing in the country, descend upon the campus of St. Mary’s in Moraga, of Mt. Holyoke in Amherst, or of Warren Wilson in Swannanoa, to recreate in a week’s time only the best aspects of their experience at Warren Wilson, jettisoning any and all of those parts of the program that made them anxious, tentative, or afraid.  What results is a veritable love fest (mostly platonic) between a huge diversity of individuals who have these things in common: they burn for the word, they revel in the art of poetry or fiction, and they benefit mightily by geeking out on all of this surrounded by a great number of highly talented, extremely generous, immensely forgiving, and supportive fellow writers.

We teach each other cool things we’ve learned about craft; we explore writing questions we don’t have the answers to; we turn each other on to new and old writers; we read each other’s work closely, honestly, kindly; we listen to each other read each night and applaud with wild abandon; we hole up in a dorm room or a library carrel or an outside porch somewhere and write for hours at a stretch; we buy each other’s books; we sing sometimes or drum on chairs; and finally, without fail, we dance.  No conference is complete without dancing.  And to say something about the unique gift of this experience, it is about the only place on the planet where you will see this writer dancing. And I do dance. Wildly.  At the alumni conference I retreat inside my fiction writer brain for a week’s time in a community that is intent upon supporting this nutty endeavor for each of its members, in whatever shape or form it takes. And I made no progress in Moby Dick because I was retreating in the way I most needed to retreat, and apparently, as it turns out, this did not include Melville’s novel.  I wrote and I wrote and I wrote.  And I danced.

My second pivotal, profound, and powerful retreat experience is my continuing participation in a teacher-renewal, formation-work program called The Courage To Teach, inspired by the work of educator-philosopher-Quaker-writer Parker Palmer.  It’s a totally different thing, a thing during which there is next to no dancing, but a thing that does for my teaching soul what the alumni conference does for my writing soul. I believe that this retreat work has made it possible for me to be continuously engaged in and rewarded by teaching and has been a key antidote to burnout.  Impossible to describe effectively in a paragraph, the Courage To  Teach work eschews talk about what teachers do and instead focuses completely on who they are, recognizing that each teacher, each individual for that matter, has inside of them sufficient wisdom to answer all their deepest questions, to solve all their most difficult problems in work and in life; they only require a community whose job it is to help the individual listen to that inner teacher.  In a very intentional way, we write, we read poems, we draw pictures, we invite silence, we meditate, we walk and talk, all toward the goal of helping each individual to know and trust themselves better.  No one ever tries to fix you or give you advice. While having almost nothing to do with classroom strategy and practice, it has been the most profoundly influential “staff development” experience I have ever had.  Life changing and career saving.

These are my retreats.  I find retreat also whenever I have an opportunity to be by myself for a time to write, whether it be at home or over a short couple of days in a cabin or a tent somewhere, but in both the cases I’ve described above, a community exists in which the solitude of the artist is honored and supported; these experiences exemplify the paradox described by Parker Palmer in The Courage To Teach, his pivotal exploration of the teaching vocation: “My inward and invisible sense of identity becomes known, even to me, only as it manifests itself in encounters with external and visible ‘otherness.'” This is the wonder and the gift of these kinds of retreat for me.

What does it for you?  How will you carve out of your life time for retreat?  And what might be the cost if you don’t?  Ultimately, it’s a kind of selfishness that I encourage.  Making yourself whole will send waves of positivity outward and benefit every one and every organization touched by your life.

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Filed under Education, Literature, Poetry, Self Reflection, Writing and Reading