Pressure

As mentioned in my previous post, students here are very grade-conscious: there is the expectation that they will be graded for everything that they are asked to do and if they're not, it can affect the way that they apply themselves to the task. Having seen the work some of these students produce, I think perhaps an ongoing system of assessment can, and does, help to ensure students give their best; I'd love my students back home to give as much of themselves to a task. However, the flip side of this seems to be that students here can often feel under enormous pressure. The majority of both my Honors and AP students were relieved that they were not being graded on the game-show 'quiz' (I explained the objective was to consolidate their understanding and knowledge of the topic as this will enable them to perform better in subsequent tasks). We've discussed the difference in the system and have agreed that whilst I will regularly employ the range of assessments they need in order to maintain their GPA, I will also be setting tasks UK-style where the focus is very much on the outcome of the task itself and how it will benefit their learning experience. I'll also be using AfL, which is something they do do here, just not as extensively. My AP class were especially delighted with this suggestion, I imagine because for them, the stakes are even higher.

These students are also currently under the additional pressure of applying for a place at college (i.e. university). In the US, each college-bound student will write and submit a resume to Guidance, as these will be used by both them and teachers to write references. There is an online application system called 'Common Apps' which enables students to write a single application for use with over four hundred colleges. Some colleges require individual applications. The vast majority of colleges require students to write an essay (usually on a general topic which will ultimately provide an insight into the individual) and pay an application fee. Whilst they choose a subject to 'major' in, they will continue broad studies at college (English, Math etc) and degrees usually last four years. Also, colleges here differ from UK universities as a significant number are faith-based; so a Catholic college, for example. Over the coming weeks, students can attend open days at the college(s) that interest them. The whole process is therefore an added stress in their final year.

I am therefore interested to see how my mixture of UK and US assessment methods will pan out: it could go either way! With the context collaborative presentations, the students knew they'd be getting a classwork effort grade, so if in future I assign a similar task without such grading, I will be taking note of whether they apply themselves with as much enthusiasm and dedication. Either way, they're really responding to my methods, which is fantastic.

The AP class presented their context collaborations today and they somehow managed to be even more impressive than with their previous efforts: they devised a five act puppet show on the Epic Warrior and chivalry, a cookery programme complete with eggs that cracked to reveal Saxon, Angles and Jutes yolks and accurately measured props in order to bake Angle Saxon cookies, and an amazing dramatisation on religious change. Videos of these presentations should be uploaded soon.

The Honors classes have furthered their knowledge of context - and also the key features of Anglo Saxon poetry (our warm up focused on definitions and examples) - through looking at a short Horrible Histories clip on ritual and exploring the fate of bog bodies through the analysis of some of Seamus Heany's poems (most rewarding moment of the day was a student who has now developed a love for his poetry). Somewhat fortuitously, British news today revealed a significant discovery of an Anglo Saxon treasure trove in Suffolk: one million pounds worth of Anglo Saxon gold and silver which is likely to change our view of the period entirely. We therefore read, watched and discussed the news articles (which even contained reference to Beowulf!). Tomorrow we'll be listening to the Prologue in actual Old English before getting stuck into the text proper.

The success of this weeks' lessons has also helped me to feel less pressured, as I feel as if, for this week at least, I've done what I came to do: a good job.