Vol. 4 (16)
Yesterday, one of my students and his teammate received their graded presentation rubric along with detailed feedback, feedback that highlighted their strong areas while also challenging them to reconsider certain elements of their approach during their presentation. Their presentation had been very informative, creative, and offered new perspectives even for me, and I made sure they knew that.
However, when they saw their grade, they were not pleased.
As usual, I encourage my students to challenge me, respectfully of course, on the feedback they receive. They are invited to show me evidence from their PowerPoint that might refute my comments or justify a higher score. Student advocacy is a skill, and my classroom is the place where I encourage my students to practice it safely.
At the end of our discussion, he leaned back, looked directly at me, and asked, “What were you trying to get at with this grade?”
The class gasped.
Some faces were widened in disbelief. Others narrowed with confusion or anticipation.
I knew exactly what that gasp meant. I also knew that in that moment, I held the mic, both figuratively and literally, and I could either feed into what they were implying (disrespect) or I could pour into them a new perspective.
So I started with something familiar. “When I say bring it, you say back.”
“Bring it,” I called.
“Back!” they echoed in unison.
Then I asked, “Why the gasp?”
They were quick with their response, “The disrespect!”
From the first day of school we learned to address the behavior, not the person. I was both amazed and thankful that they named the behavior and not my student.
This was my moment.
I raised both of my hands, palms facing down, both on equal levels, parallel to the ground. “Show of hands if you remember when we first met in August and I said we are here, equals (moving both hands up and down in unison). Not the teacher above, and the student below (indicating different levels with my hands). We are co-partners in this room.”
The class nodded slowly, recalling the moment.
I glanced at the student to make sure he was okay, then continued, “I believe he was advocating for his grade, and rightfully so." At this, some shoulders relaxed and smiles were formed. Some of you are seniors. Next year, at this time, how exciting, some of you will be in college. You will have to advocate for yourselves. Professors won’t chase you. You will have to speak up. Moms and Dads can't intervene, you will have to speak up. But it is HOW we speak up. Got that?”
Everyone agreed including the student. Then I turned to him directly. “How could you have advocated for yourself without your peers thinking it was disrespect?”
He paused, eyes lowered, and calmly said, “Use a different tone,” he said quietly.
I agreed, and with my usual, "Yup," then continued, “Anything you want to add?"
He shook his head, no.
I gave him a smile and a three second comforting stare.
Then we moved on.