September 2001

Thoughts on science education

Building on Strengths
I once read that it takes seven positive comments to By the end of the presentations, I was anxious to
nullify one negative one. So I always try to be positive, hand back the results because I felt especially good
especially when teaching. I write correct next to a about the content of my comments and proud of what
right answer and nothing next to a wrong answer on my students had done. Many students were astonished
student work. The message is when they received their grade
the same, but I feel better not report, however, and some
littering pages with a plethora I want to be seemed uncomfortable, coming
of hideous, red Xs; students to me after class saying, Did
should focus on what they do remembered as a you see any areas that could be
right. I often write good on improved? Sometimes students
student papers with an explana- positive force in ask this because they want me to
tion of what I think is particu-
larly well done.
the lives of my reassure them that they really
did a good job, and I had no
Unfortunately, I cannot al-
ways be positive with students,
studentssomeone problem doing just that. My re-
sponse was, You have so many
and I often am amazed at how who used strengths; take those things that
many times I must make nega- you are already good at and
tive comments to correct behav- assessment as a make them better.
iors or improve work quality. I People learn from their
recently put my commitment to tool to encourage strengths rather than from their
positivity to the test by assign- weaknesses. I prefer to hear
ing students an oral presenta- students to build about what I do well because
tion on the planets. Oral pre-
sentations are particularly
on their strengths its encouraging, and encour-
aged people are more willing to
stressful for adolescents because
they are more concerned about
and take risks. take risks and move outside
their comfort zone to try new
their image than about good things that will enhance and
grades. Many students would rather fail a course than augment their educational experience. I hoped my stu-
risk looking silly in front of their peers. As an adult, I dents didnt feel confused and uncomfortable by my
know it is important for students to improve their positive comments because they are so familiar with
presentation skills and learn to do quality research. To negativity from teachers in general.
lessen the chance of them looking awkward in front of For teachers, providing quality feedback becomes a
their peers, I teach them to use an outline when speak- balancing act. I do not advocate giving students grades
ing and to keep extra information near just in case they do not deserve, but a correctly composed grading
they need to look something up or their brains go rubric can give students all the feedback they need to
blank from stress. improve, freeing the teacher to look for positives in stu-
Even with this preparation, some students find oral dent work. Positives are more useful to individuals and
presentations very challenging. I made a conscious deci- do wonders to improve the teachers enjoyment of the
sion, after watching students struggle with their re- entire experience. Providing students with quality sci-
search, to focus on the positive when grading and to ence instruction isnt enough. I want to be remembered
remember that the students had done their bestnot as a positive force in the lives of my studentssomeone
only because they wanted a good grade but because their who used assessment as a tool not to criticize their efforts
images were at stake. I prepared a grading rubric that but to encourage students to build on their strengths and
outlined what was expected; the points awarded in each take risks.
category were self-explanatory, so in the comment sec- Pamela Galus
tion I decided that I would write at least five positive Burke High School
things about each student presentation. Omaha, Nebraska

12 T h e S c i e n c e Te a c h e r