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So Kim, as a teacher, how would you answer that question? Would you accept a student's work that doesn't fit the assignment or the established norm? (Really this should be a rhetorical question, because I know you would be open to that!) Under the school's standards and structure, how much flexibility do you have to assess student work in other ways? Since I don't work in the school system, I'm really interested in teachers' experiences. How willing/able do you think most teachers are to look beyond what's considered normal (or abnormal)?

I would say that the majority of teachers are not open at all to alternative assessment and student products that are not of the "norm". For me, yes, I do accept other forms but I will have to admit that it is not something I openly share with my colleagues. I see them hold up student papers and talk bad about it. I would share but feel that they would just think I was giving a kid an "out". So my failure comes in the way I "hide" alternative products from them where I should be holding them up and explaining to them the value I see in it. I guess because I do not like the negative, so I keep what I consider positive between myself and the student,where we can both enjoy it, value it, live in it and no one else contaminates that which I hold dear.

Kim

Are they not open to it personally, or because they are afraid of administrators or lower test scores? Or maybe it requires too much energy and effort, or makes them uncomfortable? I'm wondering what kind of curricular changes can be made to appease everyone's interests: the school system that wants to see measurable proof of learning, the teacher who doesn't want to get negative reviews (or work too hard, or step outside the comfort zone, or whatever it is), and the student who would succeed with an alternative learning method. Where can this change be initiatied? You are making a difference, Kim, even if it's one classroom at a time!

I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values.

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