We don’t do tests or grades at GHP\u2014students receive no formal evaluaton or credit for their participation in the program. So how do we tell if we\u2014and they\u2014are doing a good job?<\/p>\n
Participation<\/strong><\/p>\n First, check for participation. Is the student actually participating in class? Are all the students participating in class? (We might as well say at this point that we are all sleep deprived by week 4, but no one sleeps during class time.)<\/p>\n Does the student bring things to the group? Does he follow up on other people’s comments? Does he read the passage you’ve assigned? Does he jump into the discussion?<\/p>\n Is the kid participating in the program as a whole? Does he go to seminars, to concerts?<\/p>\n Engagement<\/strong><\/p>\n Is the kid engaged<\/em> with the material? With his peers? With you and other adults? Is he engaged with the program?<\/p>\n There is a difference between participation and engagement. A student can participate but not be engaged at all.<\/p>\n Here’s Dale’s classic example:<\/p>\n I was observing a theatre class one morning, and they were doing one of those circle exercises, where a kid in the middle was performing some repetitive action. Everyone in the circle was mirroring the motion. Eventually the person in the middle would go over to another student in the circle, “transferring” the motion to the new person, who would move into the circle. The new person would modify the motion somehow, and the process would continue.<\/p>\n One young man attracted my attention. He was certainly participating<\/em>: he was doing all the motions and paying enough attention to mirror the motion when it changed. But he was in no way engaged<\/em>. His whole demeanor said, “My teacher told me to come because it would look good on my resum\u00e9, but since they don’t do ‘real plays,’ I won’t learn anything.” And he wasn’t<\/em> learning anything. Watch out for the non-engaged.<\/p><\/blockquote>\n Conversely, you may have a student who is intently engaged, just devouring your class and the program as a whole, but isn’t participating in class. You have to watch out for these “quiet ones” as well and help them find a way to jump into the pool with everyone else.<\/p>\n Productivity<\/strong><\/p>\n Is the kid producing? Is he actually doing the work: reading, writing, finding data, warming up, finishing assignments, taking risks?<\/p>\n Believe it or not, we actually will have kids who decide that since there’s not a grade hanging over their head, they don’t have to do any work. If this kid is in your class, speak to him right friendly in his ear, and if that doesn’t work, call Marcie in. We’ll rough him up a bit<\/span> explain to him how GHP works and his role in it, and if he still doesn’t “participate fully in the program,” as his handbook says, we’ll send him home. (Usually with this kind of kid there are other programmatic issues as well.)<\/p>\n Participation\u2014engagement\u2014productivity. Look for these three markers, and look for them assiduously the first week. They are your best indicators of how well the students are coping with the program.<\/p>\n
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