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Thoughts on AKQA?
What is yoy increment in ey gds?EY
Hi everyone 🙂
This is my first time posting on this app. I see here working professionals from almost all the big companies, so I would be really grateful if someone could help in switching from my current company.
I joined SoftwareONE as a fresher and it has been 2.4 years working here.
I would be suitable for profiles like procurement Specialist, vendor management, customer management and end to end customer management (i.e. from RFQs to invoicing)
https://www.linkedin.com/in/ayush-tripathi
Thank you!
That ad algorithm though...
Bowl Leader
“I didn’t give you anything, you earned it all by yourself. CONGRATULATIONS!!"
I have found some ways to counteract this response. One is to make a big deal over the number of students who did well. This can be done by listing the percentage of A's and B's earned on any one particular test or assignment. Do this with enthusiasm. Ask students who were successful for tips in class as to what study techniques they used. Minimize the negativity of focusing on failure. You would be surprised by how effective this is especially if you start the year with assignments that lend themselves to a higher degree of success. However, if you have many students failing, you may need to rethink your testing format or the frequency of testing. Are you covering too much ground in one test? Can you consider short quizzes before testing to evaluate understanding and possible reteaching of skills?
In terms of writing, I always mark for errors on Google Classroom and give students an opportunity to revise making these corrections for a grade or two up.
For projects I always use a detailed rubric which includes all requirements and the qualities required for each grade. I also show sample projects for each grade AND I have "project check" when I require that students show typed portions of the completed project. This ensures that when students are NOT making progress I can communicate this to parents. These checks receive grades.
I have used these methods with remedial, average, and honors classes and I can tell you that I have developed these techniques over 35 years of teaching and they dramatically reduced the concerns raised by others in this post. Feel free to use!
You are welcome! Although I run a "tight ship " and don't like to waste time and do have high expectations, I also work hard to motivate my students and clear hurdles that prevent success. When teachers start yelling in class about students "earning F's" they have lost their audience. I know that it is easy to feel righteous about students failing but it is a trap. I've worked in some tough teaching environments and the key to motivating students is not self pity as a teacher. Rather, think like an effective coach. The "take it or leave it " approach in motivating students is ineffective. We need to "sell" students on why what they are expected to learn is important and worth the effort. If you can't sell it, maybe it's not worth doing. I tell my middle school students that my class maybe the "last best chance " to learn certain skills before entering high school. I tell them, and I believe, that often in high school teachers do not have the time to review certain skills. These same teachers may (and do) say, " You should have learned that in middle school." I tell my students that we will not spend time on crossword puzzles or word searches. We will laugh, work hard, but only work on the most important skills. We are not going to waste anybody's time. I am their language arts coach and as I work hard as part of a "team" I expect them to work hard as team members too.
Students respect this attitude.
I know when my sell has been effective when I come across my "average students" who are now adults who tell me that what they learned helped them to be more successful in high school, work, and/or college,
That's because we live in a society where parents make sure that students never face adversity or struggle. Students don't realize that success comes to those that work for it.
I had a student approach my student teacher when he gave her a 46/50 on a project. She demanded an answer as to why she received that grade and wanted a better grade. Her parents were so proud of her for standing up for herself. Parents are the reason I constantly think about leaving the profession. There’s no more hard work. It’s more complaining until you get your way
I think that it is good for a child to learn how to ask these questions, *respectfully*. I make that point with them about grades consistently and constantly. I will not discuss it with them at all unless they are respectful. That is how we teach them how to treat others, such as sakes associates. How else will they know what they did incorrectly? How can they improve? Perhaps, they didn’t see a part of the rubric (I know we go over them, etc) and know the student should see it. Learning to read for those details is an important skill. For me, it’s challenging to get my students (juniors and seniors) to really create their own ideas to make a project their own. We really brainstorm ideas about that.
I’ve been a high school teacher for 22 years and have seen the decline in student effort, ethics side by side with their parent(s). There has been a huge shift in student and parents taking responsibility for their actions and grades to lack of this and refocused blame, its sad, really tragic if you think about what these young men and women are becoming without a foundation of responsibility and work ethic! I am leaving the profession after next year. It makes me angry and sad because I truly love teaching and kids but am tired - like many of you- dealing with these issues on a daily, weekly, monthly basis!
I think the media has adversely affected how parents and by extension their children see us. We, as educators, sometimes have an uphill battle with preconceived notions created for political points in this country.
We are living in a microwave society. Immediate results with minimum effort. Seeing it down in my elementary class too. Hard work is becoming a thing of the past...
I have to remind them all the time that you need to look at a mirror and see who is responsible for your grades. I get frustrated every time I hear a student say that to me. When they do that I call home and let their parents know that and tell them what I said in the first sentence.
I had a parent call and told me her child needed to redo her semester test (with 4 days left of school) because she failed it and that made her have a D. I gladly informed her that every assignment/test below a 60 could be redone for additional partial credit and had her student taken advantage of that opportunity and tutoring her grade would have been fine even with the failed semester test.
I do this same thing. If a student earns a 59% or below on a test (not quizzes), they MUST re-take it the day after I hand back graded tests. If the 2nd score is higher than the first, I average the 2 scores and that becomes their new grade. If the 2nd is lower, their first score stands. If I can tell a student tried to fail on purpose because they didn't study (you can tell when they do this), they keep their first score and don't get to re-take it. Students see this as being fair, which is important to them, and students never once have said "you gave me an F" because of it.
I say before giving back work if you are unhappy about the grade talk to me privately and don’t announce it to the class
Me too! We talk about how to discuss issues like this as well. 🙌🏼👏🏼🙌🏼
When I have students complain about their grades I tell them I am a SCORE keeper not a score giver!! If they don’t make the goal, they receive no points! I put the ball back in their court!!
My son is graduating from a UC school in California next month. In all his four years he never once got an A in ANY class! He got some A’s here and there on papers, quizzes, projects, etc...but never a final grade of A in any class in four years and we never once felt “cheated!” He worked his butt off, and we truly felt he got the grades he deserved. The classes were hard and some really were a struggle for him to pass with a C and he was so proud of those C’s because he PASSED! Now, four years later he is graduating just like everyone else who got all A’s and B’s. Plus, he’s been interviewing for jobs and so far NO ONE cares about his GPA, courses he took, etc! These companies and businesses care about whether you can communicate, collaborate, think critically, and have creativity among others essential life skills!
I caught a student cheating on a test this past week! I gave him an F and emailed the parents right there in class and informed them!
Oh no my friends,....the letter “F” is what you’ve earned!
You did not give them an F. They earned an F. Make them own their own progress instead of blaming it on you.
We had a meeting about report cards and grading. One major point was that students can’t recover from receiving a zero. Can you guess what came next.... don’t give zeros.
Yes, zeros average badly and often students can not catch up if they bomb a few tests during the quarter. Our school district went to a system of using 50% as a score for any assessment that scores under 50% for elementary students. For example, if student scores 23%, or 38%, it is entered into our grade book system as 50% and gets a rubric score of 1 out of 4. At first I thought this system was letting kids get off easy, as I work in elementary, but as I worked with it, I found that it worked. Students who don’t put in the work don’t meet standards and 50% is reflective of that. The question is, ‘How is this child progressing towards the standards?’ About the other issue, motivating students to do better on tests...coming from a special education background, I have found that there is a reason for every ‘F’ and it never is because the child doesn’t care. I agree that poor parenting has become a major obstacle for teachers to reach students and everyone must be held accountable, however, failing students need compassion, growth mindset strategies, and a sense of belonging in our classrooms.
Instead of running ‘groups’ in my class for academics, I now make time for group chats with students during the day. The students decide what they need extra help on. They bring assignments over and we work in a group to suggest improvements and help. This open style of working with students has completely changed the culture in my room. It’s not going to reach every child, there are still those students with an anti-school agenda, but this has been more effective than anything else I have tried. Students want our individual attention, and when you sit with a student, make eye contact, offer help, they respond.
I think sometimes I find myself feeling that way too, but then I look back and ask myself what am I missing that the student take me up on or what am I assuming they know how to do. That was the shift that changed my thinking.
They EARNED an f
I think it is important to rephrase it for the students so they understand that they effort is how they get the grades (no matter the level) through their work and effort. That they *earn* it. However, it does need to be acknowledged with compassion, not anger or sarcasm. Sometimes, it is challenging to do so. 🥴🤪🥴
Listen!! I tell them tough titty!!
We don’t give them F’s; they earn them.
My response is “I didn’t give you anything, you earned the F all by yourself because you failed to turn things in/study for the tests/complete assignments, etc!”
Same. I get that plus the "but I did all my work" as if putting random words on a piece of paper gets you full credit -- they seem shocked that I grade for correctness
This right here. This makes me crazy. However, from day one, I make it clear that I don’t give any grades, students earn them. It’s hard to fail my class but it’s also hard to make an “A”. It’s about quality of the work. Does it show thought, planning, etc. I do have few failures because I give opportunities to redo major grades: test corrections and tutorials, etc. However, I have very few A’s as well. My philosophy is that I am teaching students to be successful in the "real world”. That entails work ethic and communication. Sometimes, bad things happen and we do miss a car payment but we have to know how to negotiate those hurdles. Failing something allows us to learn how to fix problems. It is a discussion worth having for their future success (or not for some).