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"Trust the student" is something that @Jessifer continuously reminds those us #ungrading. In the past, I've nodded my head in intellectual assent of this truth. Of course-- it sounds sane! But it wasn't until this semester that it really resonated with me . . . #UngradingSlowChat
And I think it's related to the "power" dynamic involved in so many of our educational experiences. Remember the profs who taught via the pedagogy of confrontation, the adversarial power struggle? . . . As if learning was a chess game to outwit the competition.
Even today, when a student misses a learning opportunity or ignores my communication efforts, part of my reptilian brain signals, "You need to teach this person a lesson. How dare they ignore my assignment reminders?!" Part of my growth in #ungrading has been to reform this. . .
#UngradingSlowChat --Today finds me extremely thankful for everything #ungrading! This morning, I've been reading my students' final Labor Journal Reflections where I ask them to mindfully (& compassionately) describe their labor in my course. I'm all for #ungrading research,...
but I'm more of a praxis person--cool with theory, but love to see boots-on-the-ground evidence. I've gotten into heated arguments about "quality" and "rigor" but I always return to "Ask the students!" The #ungrading reflections . . .
I've been reading today confirms it for me! I don't need any "academic research" into the efficacy of #ungrading. I can see it with my own two eyes! Words like "quality" and "rigorous" show up in my students' reflections, but guess what? . . .
