“a Fair Fight: Ensuring Equity And Benefits In Employment Law” – In this blog, an experiment in knowledge gathering, Ferlazzo will answer readers’ questions about classroom management, ELL instruction, lesson planning, and other issues teachers face. Send your questions to lferlazzo@epe.org. Read more from this blog.

(This is the last post in a four-part series. You can see part one here, part two here, and part three here.)

“a Fair Fight: Ensuring Equity And Benefits In Employment Law”

What is the difference between treating students “fairly” and treating them “equally”? What are some examples of what it looks like in the classroom?

Team Canada Women Keep Making History As Fight For Gender Equity Continues

In the first episode, Dr. Rocio Del Castillo, Dr. Julia Stearns-Cloat, Holly Spinelli, Sabrina Hope King, Joe Feldman, and Dr. Felicia Darling provide their answers. You can listen to my 10 minute conversation with Julia and Holly on BAM! Radio show. You can also find a list and links to previous shows here.

Part II comments were provided by Kelly Capatosto, Gina Laura Gullo, Cheryl Stutz, Dr. PJ Capozzi, Ashley McCall, Orion Nolan, Jenn Schwanke, Marisa Nathan, Carol Brozano, Keisha Rambert, and Tatiana Esteban.

This series continues today with answers from Rick Wormley, Pedro A. Noguera, Ph.D., Elizabeth Stringer Keefe, Ph.D., and Sheila Wilson, Ph.D., “It Ends.”

Rick Wormley is a longtime teacher, consultant, and author living in Herndon, Virginia. His book, A Collection of Rick Wormley’s Writings (So Far): Crazy, Good Things I’ve Learned About Teaching Along the Way, is available at www.amle. org/store. His new book, Fair Isn’t Always Equal: Second Edition (Stenhouse Publishers), was published in 2018, and his other new book, Summarizing in Every Subject: 60 Innovative, Technology-Based Strategies for Deeper Student Learning, Second Edition (ASCD), co-authored by Dedra Stafford, was recently published in 2019. You can reach him at rick@rickwormeli.onmicrosoft.com, @rickwormeli2, and www.rickwormeli.com:

What Is Internal Equity And Why Does It Matter?

“Fair” and “equal” are among the most misunderstood concepts used in education today, and are often defined situationally, as in whatever is useful to someone in authority, usually a teacher or parent, rather than being useful. Through it, they are easily defined. Strip away their true meaning of “fair,” and we have well-intentioned, but functionally disordered education.

Dr. Rick Lavoie (video: “How Hard Can It Be? F.A.T. City Workshop,” 1989, and, www.ricklavoie.com/fairnessart), cites Lawrence Kohlberg of Harvard University and his moral development research, which He says that most children define fairness as: “everyone is the same.” Many teachers and parents submit to this definition in most applications. If there are three cookies and two children, each will get exactly one and a half cookies. If one child can spend 30 minutes in a favorite activity, all the other children in the room get 30 minutes in their favorite activity. They declare that this is fair.

However, what happens if the child has a different need and an equal allocation of time, energy, approach or resources among all children is not enough for the child to learn, or he learns it quickly and no longer needs it. For these elements, however the rest of the class do? Hiding behind the same feelings or the same for everyone prepares him for the world of work in such circumstances is not only ineffective and deeply flawed, but also a mistake.

We are hired to teach so that students learn, not to simply deliver a curriculum and document whether or not they can swim with it and claim we are done. This is a “gotcha” job unbecoming of a conscientious coach. If one or more students need more or less teacher time, learning methods, support, resources, or creativity to ensure academic success, we provide it. Hiding behind a uniform timetable, arbitrarily imposed on all students regardless of learning need, under the false assumption that such compliance will foster personal responsibility, respect for deadlines and time management, is seriously deviating from what we are all about. How to cultivate these qualities we know is ignored.

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No research in any community declares that all students should learn the same material on the same schedule and in the same way as their classmates. Again, we’re pragmatic: we do whatever it takes for students to learn and succeed, even if it’s different from what we do for other students, our own learning style, or what the pacing dictates.

However, we are human and humans like orderly schemas: we like to go through our learning sequences in a logical manner. This helps with accountability measures and lesson planning. However, learning among humans is a messy thing and is not effectively cast in unyielding steel molds.

It’s frustrating when we tired coaches are in survival mode. It’s too easy to do the same thing (equally) with all students, because adjusting anything more or less requires a lot of energy and creativity that we don’t have. It is also easier to blame the student for their lack of competence when they fail. He was the weakest link in this equation, we think, if he tried harder, did his homework, didn’t talk so much, asked questions when he got stuck, showed up to class, really listened, He learned the syllabus of last year better. , didn’t focus so much on football/Fortnite and on and on. However, the unfortunate realization here is that we are the ones trained in how students learn at this age, not our insecure students. We are the adults in the room: we own the student’s learning, or lack thereof.

In the book “How Difficult Can It Be?” In the video, Dr. Lavoie uses the analogy of someone having a heart attack, but the facilitator at the front of the room states that he knows CPR and can administer it and save the person, but he doesn’t have time to do it for everyone. So he doesn’t do it for someone who is suffering from an attack. It’s absurd, right?

Be A Better Ally

Contrast this thinking with the actual display of fairness in the classroom, i.e., providing what students need, regardless of whether it is what we do for others in the classroom:

For this “fairness doctrine” to work effectively, parents must also understand the difference between “need” and “want.” Prominent author and parenting expert Stephen Glenn helps us understand these boundaries in the following conversation between a mother and her 14-year-old daughter, as quoted in a blog post by Dr. Rick LaVoy:

Mom: “No. I checked your closet and agree that you need a pair of jeans. However, you want a pair of designer jeans. I will gladly provide you with what you need. Please accept this check for $35, which will buy the pair of jeans you need. If you want designer jeans badly enough, I’m sure you’ll find a way to add $20 to my $35.

In our classrooms, fair means giving them what they need, not what they want. The challenge, of course, is to always be careful to understand those needs, even when students themselves are not aware of them, and to have the courage to act on them, even when it circumvents school policies and practices. Yes, the student hasn’t learned the content by the February test date, but that doesn’t mean they can’t learn and earn full credit for it. Yes, he didn’t do well with the material in a traditional test format, but he expressed it through another medium and demonstrated all the necessary skills, so he gets the same legitimate “4.0” as everyone else.

Why Private Equity Won’t Be The Savior Of Fossil Fuels

The standard does not specify in the assessment criteria, “can analyze rhetoric” or “knows how literary devices enhance the reader’s experience” when reading elementary level text silently and alone. Limit students to these false presuppositions of assessment criteria when evaluating their own work. If students hear the same text read aloud by someone who knows what they are talking about, they have a much higher level of comprehension and can therefore demonstrate these other skills. Fair means that we focus on the standard itself, not on a false contract or protocol that isn’t really evidence of the standard.

This can actually prevent students from accurately displaying their skills, and distorting the truth of student learning is not only unhelpful, but unethical. For example, when math students do word problems, we are really testing reading comprehension rather than math. If the student had difficulty reading aloud – or if English was not his native language, translated into his own language – then we could truly assess his math skills without language or reading getting in the way of expressing his mastery. Our reports will be accurate and therefore useful.

This means that “fair” usually means that we disaggregate data as much as we reasonably can, list individual standards at the top of each test, quiz, test, writing, or project, and that students They get unique points for each, avoiding the overall percentage. , the letter grade or rubric number that is usually found there. Our assessments become “revelatory” (“unveiling”), to reveal the student’s story about their learning. Students can show very different skill profiles across multiple standards, but they all arrive at the same math average, or score, based on how the teacher sums them all up into a single grade. However, these students tell very different stories about their learning. And as a result, teachers have to react differently to each of them. However, they cannot do this if the data is input

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