Grades Are Not God

Grades Are Frightening Students Away From Mission

By Russell Fiorella

Lord,
Teach me to be generous,
Teach me to serve you as you deserve,
To give and not to count the cost,
To fight and not to heed the wounds,
To toil and not to seek for rest,
To labor and not to ask for reward,
Save that of knowing I do your will.
Amen

Prayer for Generosity, attributed to St. Ignatius

Teaching theology at a Jesuit high school has taught me grades are not God.  Discovering the wonders and struggles of the world and growing into a deeper understanding of oneself is a divine experience.  A student’s edification ought to reflect that. The most inimical word in Jesuit education is “reward.”  While the average student is conditioned to perceive education as a transaction, “If I accomplish this, I will receive this,” a Jesuit educated student should learn out of love. For learning out of love allows students to enter into relationship with the greatest of wonders, the greatest of loves, and hopefully inspires action in love’s name in light of that experience. The illustrious Fr. Pedro Arrupe S.J. summarizes this utmost point better than anyone:

Today’s prime educational objective must be to form men and women for others; men and women who will live not for themselves but for God and his Christ…men and women who cannot even conceive of love of God which does not include love for the least of our neighbors.

Finding God in one’s education should be effortless, humbling, limitless, continual.  Finding God should be about broadening one’s perception of reality, using questions big and small as tools for insight. Finding love also requires using one’s heart as a source of courage and a compass for discerning how to realistically make an impact on others for the greater good.  Grades hamper this formational experience.

Jesuit educators ought to be honest about the effect grades have on the mission.  These thoughts and questions I’m posing are meant to stimulate an extremely challenging yet necessary conversation among learning communities, from students to parents, teachers to administrators.  This conversation requires a sizable amount of hard research, open mindedness, creativity, audacity, and a lot of time-time for contemplation, further conversation, and discernment.  A starting point is untangling how words like “success,” “vocation,” “reward,” “desire,” and “failure” among others are understood in the context of Catholic Jesuit education.  Such discussions could create a more refined and widespread understanding of Ignatius’ Prayer for Generosity among students at the end of four years.  What follows can only be great.

I have had success intentionally directing my students’ attention away from grades.  Rather than pinning numbers and letters to their performance, I regularly serve my students feedback in the form of detailed written comments or face-to-face consultations.  At the end of each marking period, students take time composing reflective writing pieces. What they gleaned from their reflections helps them determine where they were in their journey before proposing a grade. Instead of me judging their performance, the student and I come to a conclusion together.  Out of over five hundred grades put forward by students this past, perhaps ten were off the mark. Half of those ten probably lowballed.  My students have responded to my less grade-centric approach to learning with resounding appreciation.  At the conclusion of the year they celebrated how the questions, conversations, projects, writing pieces, the general investigation into the human experience made learning infinitely more meaningful. 

No moment has been more inspiring than reading a final reflection from one of my quieter freshmen, Matt.  He expressed how his first year had been difficult-there were problems unfolding at home, friends were hard to come by and so were good grades.  Despite his forgettable struggles, my class proved a memorable adventure leaving a lasting impact:

“I truly looked forward to going to your class each day . . .   It was challenging and fun and not about ‘getting the grade.’’ And although I wasn’t your best student, your class makes me want to look deeper into what we talked about this year. Thank you.“

Matt was certainly not the most intellectual student. But throughout he “learned to learn out of love” and will be returning for his sophomore year.  Entering my third year teaching I continue to pray Saint Ignatius’ Prayer for Generosity, hoping its words become real for students like Matt and all students enrolled at Jesuit schools.  But I also pray Ignatius’ prayer as a reminder of my mission as a Jesuit educator: to form students empowered and inspired to give themselves away to others, for the love of it.

-excerpt from Fiorella’s essay Save That of Knowing I Do Your Will: Grades Are Frightening Students Away From Mission

Russ Fiorella teaches Old and New Testament studies at St. Peter’s Preparatory, an all-boys Jesuit high school in Jersey City, New Jersey.

The Growing Season

Gardening mirrors educating in that both are labors of love.

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Kevin DeCusatis

The month of August is coming to an end, I’ve begun writing numerous lists of what needs to be done before the school year begins next week. As my third year of teaching approaches, there is one particularly daunting task that awaits me: moving my many plants back into their home, my classroom.

I have always felt a connection with plants, and one of my fondest memories of childhood is cutting back the hostas with my mom at the beginning of fall. Anyone that knows me is well acquainted with my love of plants and desire to have as many as can fit in my house and classroom. I consistently post pictures of my garden’s progress on social media, and whenever I get a new houseplant from a Farmers Market, IKEA, or a school event, I take a survey of my classes to see what we should name the plants: Ruth for my golden pothos, Naomi for a hydrangea, Cain & Abel for plants in twin pots.

Plants and gardening are so attractive to me because they give me a sense of immense satisfaction. I can see the progress almost immediately. My seedlings can double in size in a week’s time and their fruit can emerge in a blink of an eye. It’s apparent to me why I gravitate toward gardening so much – it mirrors ministry.

In order for both students and plants to thrive, I need to give them my attention and provide an environment conducive to growth. Integral to this is having a healthy and realistic set of expectations; if I don’t, they’ll eventually spoil. As an educator, I have very high expectations of the quality of work my students will provide me; however, it would be unrealistic to expect this at the beginning of the year. I first need to give them all the tools to succeed, and then I can expect that they will work to their potential. The same happens when I have a plant that has outgrown its pot and I have to use a bigger, wider pot. While it looks so overwhelmed by the new soil and pot, it eventually settles in and begins to grow – robustly and quickly. It is a learned skill to know when to push to the next level: are my students ready for the next level of inquiry? will my plant acclimate to its new home? Along the way, I need to take stock to see what they need – does my plant need extra water this week due to excessive heat? Does my student need extra support crafting an argument for a paper because she is struggling with a new concept?

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Gardening also mirrors educating in that both are labors of love. In my classroom, I spend much time checking in with my students about their lives; students have often commented that my classroom has a good “vibe.” Many even cite things that happen in my class as their favorite moments of their year: our ritual of singing “O Come, O Come Emmanuel” before every class during Advent; our thank you card writing exercise during Thanksgiving; opening class with a song or video clip of their choice.  The raison d’etre for these activities is for me to get to know my students better and create an atmosphere in which they feel comfortable leaning into who they really are and who they want to become. I approach gardening in a similar way. I “listen” to my plants: if their leaves look droopy, I add water; if they look cramped, I try to a new pot; if they haven’t grown, I try different levels of sun. In order for me to be so skilled at this, I need to take the time to know my plants; this is not automatic knowledge.

veggies

Both students and plants are living and organic. They need to be nurtured to grow; they’re complex with varying needs. I approach my classroom and garden with the same amount of care and attention, knowing that they are both on a path of growth where hopefully they will eventually flower and bring forth their gifts.  I take delight in accompanying them both on their journeys.

Decusatis

Kevin DeCusatis teaches 7th grade and sophomore religion outside of Philadelphia.

THAT IS Being Catholic

What if every member of the school community looked at the goodness of their work as living out the school’s Catholic Identity?

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by Julie Dienno-Demarest

We are called to evangelize through witness (living out our faith) and sharing (explicitly spreading the Good News).  So often our instinct is to examine what else we can do. We focus on the call to conversion and re-evangelizing our colleagues through Faculty Faith Formation. We also have a tremendous opportunity to engage in the “new evangelization” to colleagues who have become distant from the faith by simply naming the ways in which we are already living God’s love in our life, work, and ministry.

Yet there are familiar ways by which evangelization happens: by the way we live God’s love in our daily life; by the love, example, and support people give each other…in the care we show to those most in need; and in the ways we go about our work. (Go and Make Disciples, 35)

Too often, the Catholic Identity of our schools is (mis)understood too narrowly by those who work with us. Our non-Catholic faculty and staff tend to see Catholic Identity as coming from the concrete experiences of morning prayer, retreats, liturgies, and catechesis from the Campus Ministry and the Theology Departments.  While those encounters are certainly essential, too many adults in the building compartmentalize our Catholicity as existing solely within these sources.

In reality, as professional religious educators, we know that this is simply not the case.  In reality, so many of our colleagues have been drawn to our schools because we live out this Catholic Identity in our way of being with one another and our students.  Put another way, our colleagues have an implicit knowledge of our schools’ Catholicity; we need to do a better job of explicitly naming what we implicitly know as true.

A caring school community is being Catholic (Acts 2:42).  Placing a student’s well-being ahead of academic expectations is being Catholic (Jn 15:12).  Coaches who prioritize sportsmanship and the well-being of their athletes above winning is being Catholic (Prov 24:17-18; Phil 2:3).  Teaching with mutual respect is being Catholic (CCC 1930).

What would happen if we respectfully invited our colleagues to recognize that their natural way of being in and contributions to our schools is being Catholic?  How might affirming that all goodness comes from God (James 1:17, CCC 843) foster a shared sense of accomplishing Catholic Identity?  Imagine if every faculty meeting began with a few minutes of specifically affirming the goodness and excellence that we see in the work of our colleagues and explicitly connecting those actions with the Catholicity of the school.

It is the responsibility of every member of the faculty and staff to support the vision and mission of the school.  Supporting the school’s vision and mission isn’t asking faculty and staff to be all things to all people, but it does require that we support one another as one body (1 Cor 12:20).  For example, what if our invitation to support Campus Ministry was rephrased as: “Would you rather assist student retreats by being personally present or by enthusiastically substituting for those colleagues who will be personally present”?

What if every member of the school community looked at the goodness of their work as living out the school’s Catholic Identity?

Julie Dienno-Demarest is a professional religious educator living in Houston, TX. She has previously served as a high school teacher and campus minister and was a contributing author and editor for a high school textbook series.