“But our Biology teacher grades on a curve, why can’t you Mademoiselle?” Students usually ask some variation of this question towards the end of first quarter. I should probably come up with a less dismissive answer, but I say, “I’ve never been in a foreign language class where the teacher grades on a curve.”
Let me really explain myself here. Over the years, it’s become clear to me that a grade curve does not belong in a foreign language class. It creates competition for an “A.” For the record, I teach at a Baltimore City public high school. In French level 1, the freshman are skeptical about learning a new language. Some even tell me they don’t speak English well enough, so how are they going to speak French? Through surveys, I’ve learned some students believe they’ll never leave the country to study abroad. Why learn French? Simply stated, in order to graduate from a Maryland public high school, two years of a language is needed. My goal as the teacher is to help fulfill this requirement, but to also teach how to communicate effectively in French. Ce n’est pas bon if the student doubts or doesn’t see the worth of the subject taught from the beginning. Furthermore, a grade curve can undermine class morale, and low class morale can lower student ability.
I realize a grade curve helps the student reflect on their performance in relation to all other students in the class. In an ideal world, students may take the class more seriously and study harder as they realize earning an “A” is limited. First, this isn’t the type of intrinsic motivation I want to instill. Second, I’m concerned about the students who aren’t motivated by the grade curve. The students who earn a “D” (in Baltimore City public schools 69 or below), even with the grade curve. For these students, their self-worth just took a hit. Competition, especially in the foreign language classroom, hinders an inclusive classroom environment. No support or cohesion in the classroom means basically no student participation. Language in the classroom is about production. This means skits, presentations, class discussions, small groups, partner discussions, and choral readings to name a bunch of important activities.
Avoiding grading on a curve doesn’t immediately encourage students to collaborate or support one another. It’s necessary to make sure students understand that every student has the opportunity to earn an “A.” Furthermore, students need to get to know each other as quickly as possible. Icebreakers may seem cheesy, but they’re vital if you want to build community. Students are more willing to speak French in front of their peers if they feel as if they’re part of the group.
Now that a level of competition is removed and a collaborative culture in the classroom exists, how do I extend it outside of instructional time? How do I get them to help one another?By helping one another, they’re teaching each other and that’s one of best ways to learn. I don’t want to continuously assign group assignments. The students don’t live close to one another. How do I teach the skill of group studying? At the university level, the author and professor of the class “built a collaborative culture with a reward system where one person’s success benefited someone else.” How do I replicate that in a high school foreign language class? I could try his tactic, “to pick the one question about which they were most unsure, and write down the name of a classmate who might know the answer — the equivalent of a lifeline on the game show “Who Wants to Be a Millionaire?” If the classmate got it right, they would both earn the points.” But what about writing or speaking assessments? This tactic works for multiple choice. I’m thinking about limiting time on group work in class, especially when working on skits. Groups need to be of mixed ability (high-low) and so the time limit challenges weak students, but also pushes strong students to finish. I can suggest they continue practicing during study hall, during coach class, or after-school in the school library. Then when it’s time for the interactive oral assessment (a one-on-one interview cued by an image), if the student doesn’t know how to respond and they say the name of a classmate who might answer correctly, they both could earn the points, if the classmate gets it right. I’ll have to try this and report back.
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