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Kelsea Trefethen
Chapter 10 of FIAE was very brief and to the point. This chapter basically gave a handful of suggestions for how to make redo work both manageable and fair for you and your students. Basically, the ideas presented in this chapter are suggestions to prevent students from taking advantage of the option to redo their work. One of the ideas I had never heard of was to create a calendar or timeline with the student. Not only would the calendar set clear due dates for the redo assignment, as the book stressed, it could very well help students with their time management skills. Often times students struggle getting long term project in on time because they do not know how to manage the work load; they do not have that tool set. I also really liked when the book suggested reflecting on how you would want to be treated as an adult. Allowing the student to redo the assignment and handling the situation professional gives the student a sense of adulthood. The book stresses that most students would, honestly, appreciate the opportunity to redo their work. I also think students would feel more compelled to get the work done well just because they were being treated like an adult. Other suggestions that were really helpful for me as a teacher were to “reserve the right to change the format,” not allow redo work during the grading period, and require students to hand in the original along with the redo. It’s chapters like these that really make me appreciate my resources as a new teacher.

Johnny Buys
Chapter 10: Conditions for Redoing Work for Full Credit Redoing work can often appear a cop out. However, used in the right ways, redoing work is stipulation for a differentiated classroom. There are careful guidelines and precautions with allowing redoing work. It is important that “redone work is done at the teacher’s discretion” (131). Teachers also “reserve the right to change the format for all redone work and assessments” (133). Perhaps for convenience sake or creating a more appropriate challenge, different formats are a principle of differentiated learning. Parents should be involved in understanding the nature of the assessment in some way (132). Multiple techniques are appropriate, but parental understanding is a must. Parents and educators are becoming more and more separated and disconnected as a result of economic and cultural principles. Future teachers need to recognize innovative ways to being parents into partnerships with their students in the classroom. Parental involvement with redone work is one such example. Calendars and copies of former work with redone work are also effective for meaningful redone work (133-134). It is also important to recognize that redoing work is part of the real world (135). Contextually, people are given second chances and other chances to redo work all the time. Students, particularly adolescents, want and need to be treated like real adults. Giving them this opportunity allows for contextual real world evidence to occur as well as an opportunity for greater understanding. Understanding the balances of permitting work to be redone allows students and understanding as the primary focuses in the classroom rather than the grade, content, or teacher.

Leanne Fasulo
The tenth chapter of //Fair Isn’t Always Equal// focuses on the conditions teachers should give when having students redo their work for full credit. The first statement that the book makes is that redo work should be at the teacher’s discretion. Letting students redo their work is something that should be taken very seriously and not something a student should take advantage of. Something a teacher could find useful would be making a redo policy and ask parents to sign it that can be reference during a parent complaint. Students need to understand that redoing an assignment is a special circumstance to keep students from blowing off an assignment, because they know they will be allowed a redo later. Teachers should reserve the right to change the formatting and questions on a test and should tell students this up front. This will give a more accurate grade of their learning cause some students could just go home and memorize the answers from their last test. I thought all these ideas were good and that I would definitely use them in my class. I really liked having the parents sign a form at the beginning of the year, because my worst fear is dealing with angry parents who want to argue me into giving their child a grade that they should not receive. I believe that this would be a good way to minimize that from happening as often as it probably would without a form.

Christina L Quach
Chapter 10 is a short chapter about the conditions of allowing students to redo work for full credit. Wormeli also throws in the title “Do Not Allow Any Work to Be Redone During the Last Week of the Grading Period (135).” I think it is very important to set a deadline for when assignments that are redone can be handed in, but I felt like the placement of this information in the chapter was very awkward. It seemed like it did not belong there. Wormeli mentioned that there are ways to go about allowing students to redo work and how it should be graded. He mentioned near the beginning that everyone, students just like adults, have off days. There are distractions and their own problems that are not allowing them to show their full potential. There is also a part about when students redo an assignment and their new grade is lower than the first. Averaging out the new grade and the old grade is not a fair assessment. The student earned a higher grade at one point, and it should not be diluted with a lower grade if the teacher is giving the student the option to redo it.

From my own personal experience I know that students will have off days. I am not sure though how I feel about students having the opportunity to redo all their work. One of my biggest concerns is that students will not try as hard because they know that if they need to higher a grade on an assignment so that their final grade goes up, they can go back and do whatever they want. I think there should be some line of what can be redone.

Evgeni Bouzakine
This chapter considers the issues and positives of redoing assignments at full credit. As long as the students gain an understanding of the content, then why not do it. If it becomes a pattern it is obvious the student is doing it on purpose to get out of doing the work the first time around. Student need to try on the first attempt, otherwise they should not be able to do the assignment over again. There is always going to be the issue of, how long should the student get to redo an assignment. I think a two week period is appropriate. It gives the student enough time to not rush into that assignment that he has a chance to redo. It gives an incentive to the student to come in on a timeline. All of my students will have an opportunity to redo an assignment if they appear to be showing effort the first time around. I will not give students a chance to make up work if they do not put any effort in. But sometimes kids need a push to get them going. It is a balancing act that needs to be closely analyzed.

Tyler Oren
Chapter ten of //Fair isn’t Always Equal// by Rick Wormeli detail Wormeli’s suggested conditions for allowing students to redo work for additional credit. Before even beginning his section on conditions for redoing work Wormeli reminds us that allowing a student to redo work is always up to the teacher’s discretion. Wormeli suggests that teachers require students return the original assignment with a parent signature asking for permission to redo the assignment because it keeps the parents involved and gives the student time to create a plan for studying and reworking their assignment. When offering students the chance to redo an assignment they should in most cases be given a new assignment that still tests the same knowledge as the previous one, both so that they simply do not retake the same test where they could reverse their incorrect answers for a better grade, and so that long and complex assessment do not need to be entirely redone. Wormeli’s suggestion to require students to create a time management calendar for completing their work, many times when a student passes in an assignment that fails to meet the required standards it has quite a lot to do with poor time management. Having the students list what work they will do on the redone product day by day as well as their future assignments so that they can get their new assignment completed with a better grade and complete their new assignments at a high quality as well.

Kyle Kuvaja
Chapter ten of //Fair Isn’t Always Equal// deals with the factors involved in giving full credit to a student who has passed in late work. The first point brought up is that students should be able to redo work for a class and receive full credit, but it is not something that should be taken advantage of. Keeping parents informed of assignments and how the students are tackling the assignments is another effective way to understand whether or not they should receive full credit. Another thing a teacher should consider is whether or not the assignment’s format needs to be changed before the student undertakes the task. These might include assignments that could produce similar results (stops possible cheating). The next method discussed is to help students create an organizational tool, like a “completion calendar”, when redoing assignments. This is useful not only to the student, but the teacher too. The last point discussed is that teachers should require students to staple any original copies to their revised version. Educators are looking for growth that can be assessed. I believe that this chapter brought up a point that I had not even thought about. As a future educator, I was more interested in focusing on broader issues. I believe that in order for students to succeed then they must complete their work. Does this mean that they should be penalized? No. New dates must be renegotiated and they should be able to better themselves. I do appreciate that Wormeli mentioned that teachers should not feel like they are being taken advantage of. This is an important as we move onto a system of assessment that moves away from grades.

Brittany Blackman
Chapter 10 is about allowing students to redo work. In an integrated classroom, often times teachers will allow redoes for full credit. Clearly, there are a lot of things that a teacher has to be weary to when doing this. One of those would be a student not worrying about doing their work well the first time, because they could always just redo it. They might not try as hard, start as early, or study. It is important that you have guidelines, and the students know what these are. You should make their parents sign something about the redoes so they know what is going on, and the student won’t be afraid to bring home a bad test grade. The students should know that you reserve the right to change the format of the test. It isn’t fair to you or to them to make them redo a huge project, and you don’t want them to memorize answer patterns. You should sit down with the student and work out a calendar of when they are going to do the make up work for you. This way the student won’t get behind on the make-up or the current work.

A tip that I thought was odd was to not allow redo work to be done during the final week of classes. This is supposed to save the teacher stress. I thought this was odd, because a lot of my teachers //only// allow redo work during the last week of school.

Richie Johnson
Chapter 10 sufficed well in providing further material to my exploration of grading and the meaning behind it. Basically, it summarized the guidelines to be followed when allowing students to redo work to attain full credit. Obviously the point behind letting students do this in the first place is so that they may achieve full mastery of the topic at hand. The part that interested me, though, was the fact that this whole concept is one that (when I am inevitably going to be forced to grade) I will undoubtedly use. While I remain a skeptic of the effectiveness of grading, I love the idea of supporting each student to (theoretically) receive a hundred! It’s simple, too. I was always into classes where teachers would allow me to redo homework in order to raise my grade (despite the fact that I never put much care into what my grade ultimately turned out to be). And, in hindsight, I can attest to the fact that when rewriting an essay, or redoing whatever it the assignment was, I gained further understanding and produced a better product. Feedback is clearly essential in this process, which I like, because I am really into effective feedback.
 * //Fair Isn’t Always Equal//: Chapter 10**

Kalib Moore
I found chapter 10 of //Fair Isn't Always Equal// to be short, sweet and to the point. I also found it to relate a lot to my personal schooling experience. In High School, I had many teachers give me the opportunity to redo incomplete work, which was a common occurrence in High School. I really liked the idea presented on page 131 by Wormeli, "I ask parents to sign a form that outlines this and other protocols for redoing work at the beginning of the school year." I think that it is important to make the parents aware of the classroom policy on incomplete work so that they can be aware of the procedure a student has to follow when finishing incomplete work. In my future classroom I am going to give students the opportunity to redo late or unfinished work. I think that it is important though to make students aware that they need a specific reason for not being able to complete their assignments, I am not going to have a tolerance for laziness in the classroom. If the student has the time and ability to complete their work, then it should be finished. If the issue extends outside of the classroom, then I am more than willing to sit down with the student and discuss a plan or calendar in which they can complete their work in a fair amount of time.

Cyril Lunt
For a brief departure from talking about grades, Wormeli dedicated chapter ten of FIAE to talking about late work and redos, and how it should be handled.

Basically, Wormeli feels that students should be allowed to redo work and pass it in. He does mention the obvious fact that you need to set deadlines for the assignment in general, but states that you should always allow room for students to show that they understand what you're teaching them. If you don't allow them that time, what do they learn if they get a D? However, Wormeli does point out that you need to find ways to prevent lazy students from exploiting it, which I can very much agree with.

The overall feeling I got from this chapter was basically this: students need time to do things. If they don't, what would they learn?