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Show Know Your Schools . . . . Reporting Pupil Progress To Parents . . . By John H. Blaine Principal Roosevelt Elementary School Much is being said about the various methods of reporting pupil pu-pil progress to parents. Many different dif-ferent types of reporting are being be-ing used, ranging from A, B, C's type to teacher-parent interviews. Perhaps each of the methods has its merits and its limitations. I would like to pose some questions ques-tions in regards to several of these methods. First, consider the system of marking with A, B, C's. What does an "A" mean? Does this mean the child was able to pass an examination with a score of 90 or above, or did he have a higher score than 90 of the rest of his class? Does the "A" mean that he is working diligently diligent-ly and is making much progress in relation to his abilities? He may have come to the class below the level that had been set for that class (I would like to also question ques-tion how the level of any class is detemined. Who determines it? Upon what basis chronological age, achievement in what subjects, emotional maturation, etc.)? "Does the "A" mean that he is doing fairly well in the class subject, sub-ject, but that he never makes a disturbance but sits quietly at his desk never talking out or to others and not raising questions? In other words, he is never a problem to the teacher, and therefore there-fore he deserves a high mark. But, "John," who does very well in everything, but asks too many questions, both about the information informa-tion of the class and the methods the teacher employs, gets a "C" because he is a disturber. Are A.B.C's used as a threat? A reward? Do they indicate the child's progress? What about the child who, through no fault of his own, is unable to get anything but D's and E's? Does this bring about a feeling of defeat such that he gives up all effort to help himself? How does the child feel who got high marks on the test and expected an "A" when he gets a "B" because he missed school or he talked out in class? What about the report card that has the marks of satisfactory or unsatisfactory to be placed after af-ter statements about the various subjects and traits of good personality per-sonality and citizenship development? develop-ment? Once again is the child satisfactory or unsatisfactory in relation to his own development or to his standing in the class, or his standing in some test? Does the note form of report give the information the teacher wants to give to the parent? Does the parent understand what the (Continued on Back Page) KNOW YOUR SCHOOLS . . . (Continued from Page 1) schools for the exceptional child? How far should the schools go in caring for the child who is not educable? It is hoped that every citizen in Duchesne County will make plans now to participate in this very important conference. |