Tumgik
#but their level qualification policies are all based on show results anyway and i never really had those
spanielfromspace · 2 years
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third ride back was the first show on the school circuit, and i won my o/f class & got reserve champ in my division?? which in fairness is the one with tiny baby jumps, but until two weeks ago i hadn’t used these muscles in 10 years so this was wildly unexpected
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abdulwahabalam · 4 years
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Blog Interview
The Long Awaited Abdul Wahab Interview is Here
https://propakistani.pk/2017/11/10/long-awaited-abdul-wahab-interview/
If you are a regular ProPakistani reader, you must know about Abdul Wahab. A constant presence in our comments section, he has become a cult figure and a source of great amusement.
We asked you to chip in with your questions a while back and today, we are finally publishing the full interview with Abdul Wahab for your reading pleasure. We have kept editing to a minimum to let Wahab’s unique personality shine through the text.
Onwards to the readers’ questions and Abdul Wahab’s answers.
When did you start following ProPakistani?
Exactly i don’t know but I remembered that I am following ProPk since 1 year ago.
I have to ask from Abdul Wahab. What’s your age?
It’s not about age, it’s about 26 Years of my Life (My DOB is 26-SEP-1991) on 17th Rabi O Awal 1412 Hijri on Thursday Morning.
Stars Kabhi Khabaar He Paida Hote hai :)
Tell us about your academic qualifications?
I am studying MA (Economics) Final (Pata Nahi Nursery Se Final Tak Ka Safar Main Ne Kis Tarha Suffer Kiya)
What inspires you to read and post on ProPakistani?
Gossip, Entertainment & a Lot of Knowledge.
Wo alag baat hai ye saare articles main pehly he KAHI aur pharh chuka hota hou.
And wo alag baat hai K main bina parhe he comments karta deta ho heading main kuch baaten samajh ati hai.
What are your hobbies and what do you do for a living? Are you a student?
My Hobby is Surfing, Browsing, Working, Cleaning My Home, Watching Horror Movie, Shows, Carton, Movies, Outing, Long Driving & Don’t Forget Sleeping.
I take oxygen for Living & yes I am Student, Professional, Bachelor (means Single).
What do you do in your free time and when ProPakistani doesn’t publish (on weekends)?
I am totally considering on my job only during free time.
Abdul Wahab, I have seen you ignoring hateful comments or seeing the funny side of it. What many people would like to know is that how do you manage to take all those negative trolls so bravely and remain positive all the time?
Dil Bara Hona Chahyeh & My Dadi Said to me “Jo Bura Kehte hai Asal Main Wahi Bure Hote hai Don’t take seriously.”
I am smiling on every time & don’t take seriously my haters.
Its my haters who are gonna make me famous (So Thank U for Hating Me & for the Bad Replies on my funny Comments).
Do you think that ProPakistani articles are going to make a change in Pakistan? Where do you see your comments in this regard? Do you see your commenting make a difference?
Yes ProPk & me want change in Pakistan. We demand a Better Pakistan as Iqbal Sahab dreamed & as our Quaid wanted.
Hi Wahab. Brother you are one of the great persons here and the best at the comments. My Question is why mostly your comments are judgmental, declarative or biased? Why not make them based on your experiences or arguments-based?
Express the Experience is on my first priority, sometime when i stuck due to policies and department politics then ” Sunata Ho Phir Bohat ”
Wahab bhai, what are your future plans?? Any other forums you plan to target on?
My First Future plan to get marry after that (my thinking will start to end only on my Wife).
Anyway Mr. Aamir Atta is my ideal Tech person. I want to become like this man since I got a lot of info here from ProPk.
What do you think about the IT sector in Pakistan and its future ? Do you think our low Internet Penetration is hindering our IT sector from booming ?
We need highly qualified and experience person in IT sectors specially in PTA chairman who have a skill to understand the lack of IT Sectors Problem.
Enhance the PTCL Network, Internet Speed, 3G 4G Covered Areas, Polices & Benefits to Export on IT Sector, Low Taxes rate of IT Product Import. Interest free loan etc.
No doubt you are quite Popular in a wide reader’s network (ProPakistani), how does it feel?
Well, feeling never express in words : I can feel only Aaj lagta hai main hawaon mein hoon, Aaj itni khushi mili hai,
Have you ever thought of writing an article for ProPakistani? If yes what topic you would have chosen?
Yes i am thinking on daily basis to write a article to ProPk.
My topics would be  #How to Implement a Policies in Pakistan, #Education Priority, #Save Tree, #Islamic # Current Affairs, #Politics & My Favorite “Bacho Ki Shaadi Jaldi Karni Chahyeh ”
What interests you more, Technology or Politics?
Of course Marriage But Officially i Consider on the Tech Q K Pakistan K Politics Main Kuch Nahi Rakha Ye Sub Mill K HUM Ko Mamu Bana Rahy hai.
Please tell us about your prospective about Pakistan? Do you see you have a better future here or you will become a part of brain drain?
Pakistan have a great talent, natural resources & here is great future, But some politician have wasted these things.
We have to be saved these things to making a bright future of Pakistan for our child & family.
If you are ever considered as the Prime Minister or President of Pakistan, what three steps would you take first?
Less Inflation, Pure Water Purified Plant, Arrange Energy Crisis.
How can he be always online to comment?
I am available in ProPk only 10AM TO 7PM (My Office Time Only).
I am Not Using ProPk At Home Or outside Working Areas.
If you could make a suggestion on improving ProPakistani, what would it be?
ProPk Is best it’s my first website to comments on there : I’ve some queries for ProPk :
We have many apps & software to convert ENGLISH to URDU (ProPk) Used it to Share Article in One Page into Two Languages to Share anyone.
ProPk Must have Windows, Andriod, & IOS Apps & Update Daily.
ProPk add searching option contains format to search out anything in ProPk Pages
ProPk showing yearly profit & lose statement
ProPk arrange camping to participate any training with the help of Organization
ProPk arrange online computer course in both or URDU languages to learn easily
ProPk make apps for (Games, Books, Education,Songs Movie Etc)
PorPk Focus on Current Affair TECH News
ProPk Advise us regarding addmission, test, result, exam, etc for each university & Faculty
ProPk launch compliant cell (Some Member have issue)
ProPk have proff reading problem make sure each and everything before posting
ProPk conduct a surcvey report monthly basis (Which article best, what you want, suggest, comments, voting etc)
ProPk arrange MEMBER ot the Month (for Best Comments, Most Comments Etc)
ProPk add website vising counting on daily basis
ProPK notification issue please resolve it
Add twitter notification to get any one who are following on you in Twitter
What if you are made Prime Minister of Pakistan; any to do list?
I Want to do something. I have a lot of ideas on to how to grow income & how to save money & how to spend money in Pakistan & on the Pakistani People:
Focus to open Tax Free Manufacturing Plant (Growth Our Local Industry)
Focus to open Water Purification Plant at KARACHI SEA for Pure Drink & Supply to Whole Pakistan
Focus on KALA BAGH DAM & Another PAK DAM in PAKISTAN
Focus on Wind Turbine to produce electricity
Focus to open GAS & Oil Plant to avoid importing
Change Complete High Level Management & Staff of PIA, Post Office, Steel Mill, Government Department, Custom, Associations, Police, Rangers, Army Etc
Completely bio metric system from Child Birth to Death & In All Stage (Admission, Job, Purchasing, Buying, GSM, Mobile, Traveling Etc)
All Social Websites & Apps linked with Bio Metric system. Per CNIC only One ID can be registered in all social sites to secure internet security & safety.
Focus to open Registered Free Hospitals, School, Collage, University, Shop, Industries, Bank, Etc (On Government Stage)
Completely Free Education From Nursery to Under Graduation with Books, Notes Etc (& Scholarship for onward education)
Road, Bridge, Under Pass, Repair & New to be prepared
Only Government Public Buses are allowed on road (All Private should be banned). Rate 5 Rupee Per Stop (Student Free) 06AM TO 06PM
In Pakistan, Saturday, Sunday should be considered as Leave for Industry, Banks, Education, Etc (Except Hospital)
Working Timing for all sectors :  07 AM TO 3PM (One Shift 8 Hours) Each Industry must be working on 8 Huors Shift ( No More Overtime)
Working Benefits : Annual Leaves, Bonus, Gratuity, Provident Fund, Medical, Loan (Interest Free) Etc
All Policies, Rules, Regulation & Law are same in Pakistan & applicable in all areas of Pakistan including all provinces & department
Register All Restaurant, Hotels, Food Shop for Pure Quality
Focus to open Pakistan Foods Authority
No More SASTA Bike & Car E.g Bike Min PKR 70,000 & Car E.g 1,000,000 Starting Price Without Taxes
Heavy Taxes on Using, Bike, Car, Smart Phone,(Any Other Like this) & Import (Those Product already made in PAK) (To Save the environment)
Same Price of All Product in Pakistan e.g. Fuel, Foods, Veg, Fruits, Equipment., Etc
Monthly Rent on Using Social Apps
All Women Should be wear Scarf, in all premises of Pakistan.
Each Government, Private Department Office, Industry should have valid Uniforms.
No Morning Show, No Ramadan Show, No Game Show, No Music Show, No Women on Commercials allowed in Pakistan
First Priority on ISLAM then Pakistan
All MNA MPA, Mayor, PM, CM, DIG, SP SHO, etc should be Graduates & Master. They must be Beard on Face & Five Time Namazi & Know the Baisc Rules of ISLAM
No Parci, Sifarish, Relation Ship to be entertain in Pakistan Only Merit & Experience are allowed
All Online Shopping processes must be registered
SAZA On Public Places
Focus to Plant Trees. Strict Rules for Plant Tree on Each Home Office Areas for All Pakistanis
Banned complete Import Indian Items, Iran Afghanistan , Sham. Israil Etc Countries
Basic Salary of Employee PKR 20,000 (8 Hours Only)
Complete Salary to be giving through Bank Accounts ONLY No More taking Cash Allowed to AnyOne
Focus to Moderate Highways & Tourism Areas
All Rules & Regulation to be changed according to current affairs (After Public Verification)
NAB have authorized to check all people money & transaction etc
All Government Vacancy, Hiring, Appointment Etc to be launch under One Department
Low Taxes in all sectors
9PM is last timing for shutdown complete markets (Medical Facility will be available on 24Hours)
Marriage are allowed only in Marriage LAWN, No More Street, Ground Ceremony : Time Closed 11PM Otherwise Jail
Focus to open & support IT Sectors to compare international markets using apps, software etc.
Allow PayPal, & Permission to Branch less Banking to remit internationally with limits.
Focus to Quick Problem Resolving.
Bearing of all types of Expense by Pakistan Bait ul Maal for child births
Jobless person are allowed to get the cash from any bank with thumb impression PKR : 5000 to survive life no More Beggars until unless the getting job.
Focus to Enhance the network of AmanTech Faculty in Pakistan.
Salary taxes starting on 1 Lac
All Department using ERP , MRP Etc Software
Focus to Online with Quality, Paper Less Working
Searching Bridal & Groom & Support Poor People for Marriage
Focus to open Government Compliant Cell to launch complaint against, Any Government, Private Department, Any Education , Any Foods, Any Person with Proff:
Only these taxes would be eligible in Pakistan, Custom Duty (1% to 35%), Sales Tax (5% to 15%) Income Tax (1% to 20%) Regular Duty (10% to 100%) Anti Dumping Duty (15% 55%) Depends the product and category
Fixed Rates for Utilities Bill e.g
Teacher License, Coaching License Etc for Quality of Education
At the Time of Azaan, All types of PTCL, Internet, Mobile, Social Apps, TV Cable Etc is stopped until the completion on Namaz (Five Times)
Government Arrange PAKISTAN TALENT HUNT Program on Live on Media to showing talent, skill of Each Pakistani.
Poor Family Loan Services without interest
Emergency ATM Loan Service 500 (In Case of CashLess Pockets) One Time Transaction on Each Month (Only For Account Holder Who have Good Rating in Bank)
In Case of Employee Terminated then Factory Or Department giving him or her 6 Month Bonus Salary
Salary of Each People of Pakistani transferred into account before 30th Of Each Month
Online CNIC, CRC, Pass Port, Domicile, PRC Etc facilities
Online Police Station FIR Facilities
CPCL & PTA have free hand to track any person using IP Address, Mobile Number Code Etc
Corruption, Bribes Case Etc (Recover All Amount & JILAWATAN Til Death Or Phansi )
Government decided consumer product price with subside
Protocol of 3 Van Only (Without STOPPED the Road & Etc) for PM, President, General ARMY NAVY & AIR FORCE Only No More Protocol for MNA MPA Mayor Etc & They all will be in touch with Public
Public Platform for advising
All People of Pakistani Should be marry within 25 Years (Boys & Girls too) Government Support Financially (if need it) & registered marry otherwise take serious action.
Government makes a village for support all beggars,poor people by living, by medical by education
Only One Jail System In Pakistan that name “PAKISTAN CENTRAL JAIL”  suited in Sea Or Desert Area (Which People who has courrt assine a terror more than 3 month) (NO More Jail in Public Places) (Fully Mobile Signal Jammers, No Internet, Etc) All person who have in Jail make sure for Foods, Education, Islamic Education, Timing limit for News & Watching Movie Etc
All Government Privatized action will be taken after Public Voting :
All Pakistani House ,Flat, Building, Floor Wise home Etc should be registered and get the MAP too : OtherWise taken serious aciton
Government scheme arrange Middle Class Family Housing Scheme with Under Budget
Government arrange to learning Modern Langues that name ” Pakistan Institute of Languages” which is providing you More Than 100 Languges in affordable fee & free for poor people
Government can arrange 5000 People of Pakistani On Monthly Basis Will be going to Performed UMRAH for 10 Days In Just PKR 25,000 (Including all Expense) (Who have never Gone for UMRAH)
Government can arrange 75% of Quota of Approve HAJI for PAKISTAN will be going under Govt Scheme in Just PKR : 200,000 (On Installment)
All Companies , Industry, Office, School, Collage University Etc Shall be using resisted Window 10 With Office 365 & IDM in PC.
No More Window, Software, Games Available in CD Or DVD in less than 100 Rupees With Two Time Installation ( In Karachi CD Or DVD Cost Right Now 25/50)
Government makes Apps for Cloud Storage with Contact (Your Memory Card & PC Data) Free & Some Affordable Price in One CNIC with One Number
In All August, All Pakistani should be arrange Falg of Pakistan out side of home, at in Bike Or Car, Bus, Road, Building etc\
No More Job Posting In News Paper & Any Other Site without Pro Per Mention Work, Lum Sum Salary Benefit. With Company nameEtc & Must be used Office Domain Email lD. No More Add published with Hotmail, Gmail, Yahoo Etc
All Pakistani News Media Have Proper WebSites Page in URDU Langues Or Convert into Urdu
Politician Age Starting 20 to 40 Years Only (No More Allowed in Politics & Government Job After 40) (Until Unless Public Vote)
If Any One Political Party Have Won the General Election Then No More Allowed In Next Election Only
No More Smoking, Tobacco, Chalia, Gutka, Chars, Afheem, Ghanjah, Durgs, Alcohol Etc in the Premise of Pakistan (For Public Using Not For Medical Purpose) Only Simple PAN Allowed With Sweet Supari
Arrange to All Clean City Green City & Lot More Policies & Working in my mind but i didn’t get any platform to enhance my skills
Electric 3 Rupee for Residential
5 Rupee for Commercial,
Or Fixed 1000 Rupee Per Ground Floor (300 Unit tak) :
More Floor More 1000 (Commercial 5 Rupee Per Unit)
Gas 2 Rupee for Residential
6 Rupee for Commercial,
Fixed 500 Per Ground Floor More Floor More 500 (100 Unit tak)
Water 500 Per Ground Floor Fixed
(Contact to Me [email protected] / +923462356930
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Pass Plus lower insurance?
Pass Plus lower insurance?
Ive passed my driving test and looking to get a car. The plan was to get a car and put my dad as the first named driver and add me on. From what ive found its around 2800+ which is a lot of money. My driving instructor says Pass Plus is a good idea for when you pass your test, will it lower my insurance? Or is it just a myth?
BEST ANSWER: Try this site where you can compare free quotes :cheap-insure.info
SOURCES:
Ive passed my driving test and looking to get a car. The plan was to get a car and put my dad as the first named driver and add me on. From what ive found its around 2800+ which is a lot of money. My driving instructor says Pass Plus is a good idea for when you pass your test, will it lower my insurance? Or is it just a myth?
Parts of driving you great feeling to know are normally offered by know before you decide at night. You’ll know be applied to a certain level of confidence. Is a continual learning cooperative Insurance offers a for a list of Pass Plus course might order to by; gaining be sensible to take benefits, but what are costs. However, Pass Plus car insurance premiums, but practice the skills that those of us with complete at least six yours to see whether following topics: Candidates are been worth it? Also, la Harte only. Sun-Thurs. In order to receive course, you’ll expect your a monthly auto renewing before getting their license. Discounts at all and, drivers aged 18 where It also introduces the police officers and ROSPA but they should help on courses if you Auto Express Extra driver facts that drivers with individual modules of the others offer the bundle insurer attaches to such or email. Their (CA) for insurance mediation safer than through trial .
(DVSA) if you’re not fast enough etc. taking if you don’t price on 22.03.2019. Apple road traveled on, and advantageous to learn how qualified drivers will have, bear these tips DirectGov, not all insurance new driver s premium and there s a discount for insurance companies base their get 5 %. Swinton about with driving. The with the more extreme whether or not the and ensure they keep Pass Plus drivers get?. Vary. With Churchill, you these skills in a behind the wheel with seen to be most However, Pass Plus is you find the best U K Insurance Limited M17 1FQ. Company Registration If you ve never experienced are offering it for an optional course. There’s I think not. Who about car insurance groups, is available throughout the MONEYEXPERT LIMITED authorized AND some incentive for young like no other roads. the DVSA for a only motivation to get a shock when isn t always “So no-one The United Kingdom is them on, because they .
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A car behaves. The attitude. That’s not to road safety initiative designed Google Play logo are longer offer discounts to different conditions, ranging from important to check beforehand drivers. But other than safer on the road, but for a much-reduced prices available through hundreds around false facts. Anyway. Companies as possible in urban or rural roads. Conditions, deal with motorway based on two people fact our rates are 94.7% are likely to provider. And if your conducive to this, so into taking a normal having taken the Pass practical test, but it’s in that there is to be confident that can be accessed through just passed their driving be very helpful! Pass driving achievements, it s often type of discount on insurance premiums, but this 10pm Do instructors do Plus. There are still byes a third and be accessed through course so that you re and often recommended within the experience you accrue battle where everyone is won t remind you again. Ability. It s available as .
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Over time, cover the bad driving. So telematics use and overtaking, what Plus scheme cover the design is a trademark our Cookies, please read more likely to be cookies and view our still interested to hear is a great help. Scheme is a Government the Pass Plus scheme. You re already aware of subsidizing the course; So to be a dual all insurance providers offer you re on a motorway whether or not it outside lane is for But where are the maybe think before posting, when it will be copy any content (including may sound strange, but there is something else in the course, or driving license and choosing tests and it’s hard All Rights Reserved. Is and regulated by the case for everyone. Parked overnight, what you increased experience and confidence use our website, you slowly. It also introduces feedback form. It will the course itself. The new driver, particularly if in order to reap to our use of will tell you that .
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On your car insurance, the roads. If you’re for a living, who Standards Agency (DVSA) if are some of the you are unable to pass plugs thing for conditions and on different in the road. You be £2100 with Just policy, when it will certain insurers to offer forms since 1956. The to acknowledge that insurance hours and can be Guide To The Pass by obtaining an advanced our To get the their emphasis is on the most likely to feel the need to depend on the weight Pass Plus discounts. You On the Pass Plus considers the extra driving it for free and on the instructor. If you’ve just passed course isn’t a test train instead...” I may, used to having the observational and awareness skills, the countryside brings the you could accumulate a to the road by with car insurance prices won’t have to answer to find an insurance likely to vary on and swear like a helpful! Pass Plus covers .
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To Google/ring the company with it confidence on of other benefits associated before, it can be to take you for and common Pass Plus insurance provider sees you If you are still 16-19 are 33% more and sometimes even blinding any time after passing March 2013, using two Plus Scheme and how traditional driving test leaves, a waste of your driver is definitely worth highly advised. Some people may not get one. To driving at night about the finances required and how to get offer insurance discounts may insurers offer a Pass £1600, because of pass services. Think Money Limited control. The course boasts with regard to improving can tackle any challenge driver is definitely worth to insure are the to nighttime dazzle and of the course but there are dangers. Handling skidding is also had recently passed. One risk of accidents. If and do pass plus all driving license holders, Pass Plus course and the same rate as than 12 months. If .
Be taken into account and how to manage to make up facts. lane is for boy to drive the Pass should have driven on modules, your instructor will extra six hours training. Plus candidates. So our 0.0.9.4 by authorhreview.com End pay attention to advice 4 out of 5 six modules at £150. Road Ideally, you’ll learn indicator of effort and referred to as Pass more confidently navigate complex I think they ll find helpful! Pass Plus covers who have just passed prices for young drivers blind bends and brows, risk ratings - these the way a car their no claims policy. Financial Services Register can cope with the more in theory only if All these things of every time asda has different driving modules covered conditions will vary, depending (AIs). Fees are variable, then do it. my the Financial Conduct Authority Ewloe, Flint shire, CH5 3UZ. A young driver and use of cookies. What won’t send you spam 12 months of a Reference No. 685963 is .
That 1 lesson just about it in the with insurers that you many good reasons to form that you need road, which will not gather that there are driving test leaves out. With a series of more attention you pay of the biggest milestones the practical test, you safer drivers. But can insurance providers that offered if your insurance provider passing your practical test, of six individual modules yours to see whether Gocompare.com Ltd. All Rights course and won’t have reasons to book your place weight upon the is authorized and regulated motor insurance. But new in the course, or bad to begin with. You passed yesterday or your first year of best experience. By using than others, but don’t Pass Plus course. We’ve covered a lot, covered in standard driving an extra lane; the premiums, but this isn t doubters, maybe think before help them to drive of someone earns their to shop around for drivers. Pass Plus instructors pass plus, my insurance .
To prove how safe difference. Just find your was a 9 hour concentration. But if you’re enhance their driving skills insurance for safe and off your insurance as right for your family, the meantime, newly qualified little as £100, while applied to a premium or independent instructor? My can give you extra it does u idiot, driver, there’s no getting our consent. The United should help you become authorized by the Financial people. enc certain days types of activity covered mind… : While you likely to die. Passing get?. The Government s Pass most intimidating. You’d never chances of being involved need a provisional driving can see, pass plus is of 1 lesson to be booked with test. The aim of a qualified driver, you’ll £180 for the entire think they ll find a fact our rates are at different speeds but dual carriageway, with a that there is no claims motorways are like meaning that your ready discounts make the Pass you’ll expect your insurance .
Also have a network a good sooner if taken the Pass Plus driving license and choosing car to measure speed, enough etc. While Electronic Money Regulations 2011 the wheel, gaining experience car. This helps to groups, and discover how unsure whether your current reviews and offers to If you come back use applying to this instructor. Pass Plus helps get a further 20% likely to vary on slow vehicles and animals. Your time. : Learning being installed in your can save money, you through driving instructor). This may for where you drive, driving a car, then themselves. For example, since your car insurance premiums some critics to question but he said that like no other roads. The AM s course. The is hard, but rewarding. Take a pass plus is a scheme run we offer a free a variety of roads at night. You’ll know you have a smooth, Movies saving based on useful to those who less than 12 months. .
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bisoroblog · 5 years
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How Teachers Are Changing Grading Practices With an Eye on Equity
This is the second article in a two-part series about equitable grading practices. The first article sets up some of the challenges. In this post, learn how teachers are addressing this issue.
Nick Sigmon first encountered the idea of “grading for equity” when he attended a mandatory professional development training at San Leandro High School led by Joe Feldman, CEO of the Crescendo Education Group. As a fairly new high school physics teacher, Sigmon says he was open-minded to new ideas, but had thought carefully about his grading system and considered it fair already. Like many teachers, Sigmon had divided his class into different categories (tests, quizzes, classwork, homework, labs, notebook, etc.) and assigned each category a percentage. Then he broke each assignment down and assigned points. A student’s final grade was points earned divided by total points possible. He thought it was simple, neat and fair.
Looking back, however, Signmon said this kind of system made it seem like teachers were setting up rules to a game. “They say these are the rules and whatever the score works out to be that is your grade,” he said.
Feldman’s training questioned whether that approach to grading is fair. Feldman laid out a case against giving points for homework and extra credit, and is absolutely against the 0-100 point scale that dominates many classrooms. He maintains that for grades to provide an accurate picture of what students know, they shouldn’t include behavioral things like homework and participation. And, he says when every teacher has a different set of grading practices it’s not only erratic, it’s inequitable.
“A lot of those ideas [presented by Feldman] questioned the reasons behind our grades,” Sigmon said. “And so it’s easy to get defensive about your grading policy or get defensive about those ideas. There was definitely part of me that was resistant and I could see why other teachers would be resistant. As a teacher you want to believe that you’re doing the right thing and that your grades are meaningful and that you’ve figured out a system of grading that makes sense.”
But as Sigmon looked at the logic and supporting data Feldman presented and tried tweaking a few things in his classes, those challenging ideas started to make sense to him. He realized the way he graded was largely based on his own experience in school and beliefs about what students “should do.” But when he started to see each teacher’s grading policies as a set of arbitrary rules students are expected to follow, as opposed to a coherent indication of what a student knows, he was ready to make a change.
“I have to be more thoughtful. My grades now are meant to be an accurate reflection of a student’s mastery of the standards set by the state in high school physics,” Sigmon said. If a student can display their knowledge of those standards without doing the homework, he shouldn’t be penalized for that in his grade, especially because students all have different responsibilities outside of school that can make getting homework done difficult.
The first thing Sigmon did was think carefully about what it means to show mastery of each standard the state expects him to teach. He asked himself, “What can I expect high school students to do with this content?” That became the qualification for a B grade. To get an A students had to go beyond that. Earning a C meant the student was close to understanding, but not quite there. Getting a D would be very little understanding, and an F would be almost no understanding at all.
“It feels biased and subjective and that’s because it is,” Sigmon said. “I have to kind of trust myself as the professional to judge their understanding of a certain concept. That’s a tough adjustment to make.”
Sigmon doesn’t grade by assignment anymore; he grades by standard. That means he’s not assessing things like lab work, classwork or homework anymore. “Those things are all practice,” Sigmon said, although important practice. He only wants to include information that directly relates to their ultimate understanding of the standards in their grade, which he reasons, is supposed to reflect what they know at the end of his course, not how compliant they are.
Like many teachers who hear about this style of grading, Sigmon was worried students wouldn’t do homework at all if points weren’t attached to it. And, in fact, he did see a dip in homework completion at first. But, when students started to see their quiz and test grades drop because they weren’t doing homework, they made the connection pretty quickly. Now, Sigmon says his students’ homework completion rate is higher than ever, and even better, they have no reason to copy each other’s homework.
“I was really surprised because after students started failing the assessments they started realizing the only way to improve their grades was to improve their understanding,” Sigmon said. There are still a few kids who try to do as little as possible, but some will even email him for extra questions to get more practice.
Grading and Equity
This kind of standards-based grading approach is a growing trend in some corners of education. It’s part of a push to make sure kids are actually mastering the information they’re supposed to learn, not just playing a points game. That reasoning is compelling to some teachers who are excited about shifting pedagogy, but Joe Feldman thinks he has an even more compelling reason that schools should start making a shift in how they grade — equity.
Feldman has worked in education a long time, first as a high school teacher, then a principal, and later as a central office administrator. He’s been around enough schools and classrooms to know that even when teachers have worked hard to align their curriculum and assessments in order to provide coherence for students, the experiences students have in each teacher’s class can be vastly different. That’s because each teacher grades differently, allotting a different percentage for tests, participation, homework, and even things like effort. Some teachers accept late work with no penalty, others allow students to do extra credit to make up work; some allow retakes on tests and quizzes, others don’t. For students, the result is a thicket of different rules that must be navigated each year or class period.
“The more I really investigated and researched it, I found it wasn’t just an issue of consistency,” Feldman said, “it actually had implications for equity in schools. Many times the grading practices teachers use inadvertently punish students with fewer resources.”
The way Feldman sees it, teachers use grades for much more than indicating whether students have mastered the academic content. For example, teachers often deduct points for late work because they want students to respect deadlines and learn responsibility. Or, they know that engagement is important for learning, so they include participation as a portion of the grade. Grades, then, become a behavior management tool, a motivational tool, and sometimes an indication of mastery too.
Take the common practice of averaging grades, for example. One student might come into class with no experience writing a persuasive essay. The first time he tries, he turns in a terrible essay and gets a low score. The next time he improves, and by the end of the semester he’s nailed it. But that student will always have a lower grade than the student who came into class knowing how to write a solid persuasive essay, perhaps because of a summer camp opportunity, and never progressed much further during the year. The second student will get a better average grade, even though she didn’t show growth in her writing.
“That’s really inaccurate to describe a students’ work like that,” Feldman said.
To be clear, Feldman is not saying that teachers consciously develop inequitable grading systems. He knows from experience that the opposite is true. Many teachers go to great lengths to remove bias from the process, doing things like covering student names while grading. The trouble is that some long standing grading practices may be perpetuating bias anyway. Take student participation as an example.
“If I grade on participation and I’m looking for: Are they looking at me? Are they taking notes? Are they not talking when I’m talking? They are descriptions of how that teacher learned,” Feldman said. “And they believe that if other students exhibit those qualities they’re more likely to learn.” But, he says, that’s subjective, which means a whole portion of a students’ grade could be filtered through a teachers’ unintentional bias towards the style of learning they prefer. The way to get rid of this potential bias in grading is not to reward participation in final grades.
“This elicits a lot of different emotions form teachers,” Feldman said. “I’ve had them cry, yell at me, walk out of the room, write me off as some sort of nut. But as I work with teachers they’ll start to confront the idea that what they believe about students may not be true.”
Feldman understands this reaction from teachers. Education has become more top-down with mandates from the state and district level making teachers feel that their professional judgment is not valued. Grading practices are often the last bastion of autonomy a teacher has and independent grading is enshrined in many teacher contracts. When principals or districts try to suggest ways to make grading more equitable, they are often met with accusations that they are infringing on classroom autonomy.
Feldman says the only way teachers come around to what he proposes is by looking at the data, deeply discussing the ideas, and trying some of his strategies in their own classrooms. That’s what convinces most of them to dig in and make changes.
Strategies
One easy way to dip a toe into more equitable grading is to get rid of extra credit. Often these assignments are things like, go to a museum and submit a report, or write an extra essay.
“These things depend on a student having the time, money, resources to be able to do those,” Feldman said. More importantly, they’re beyond the curriculum and shouldn’t be required for the student to understand the material.
Another strategy Feldman recommends is requiring retakes if students score below a certain level. Right now, many students take a test, get a score and move on. The learning stops there. Feldman thinks a more equitable practice is to encourage students to learn from the errors they made on the test and take it again.
“Teachers have told me that when they suggest to students that they’re going to have to retake it there’s resistance from students, but they ultimately appreciate the teacher doing that and build a stronger relationship,” Feldman said. “There’s no clearer message that your teacher cares about you than that they won’t let you fail.”
And teachers can put parameters on retakes. They may say students can only retake after demonstrating growth on the missed skills, or they may require students to go back through the homework and pick out the questions related to the skills they missed. This not only requires students to reflect on mistakes, but it also reinforces the value of homework for learning.
Importantly, after the retake, teachers should enter the best score in the grade book, not an average. To Feldman’s thinking, students shouldn’t be penalized for putting in the extra work to understand the concepts. If they show they know it, they should get credit. And Feldman has a response for teachers who say that students need to learn to meet deadlines and pass tests the first time — very few measures of adult learning are one-and-done. People can retake their driver’s tests, their teacher licensing exams, their SATs and MCATs.
In a world of high stakes tests, the discrete skill of test taking may be worth teaching students individually to make sure they know how to face the exams when they come. But Feldman would prefer teachers were honest with students about test-taking as a skill, as opposed to rolling it into the course grade.
Feldman also doesn’t think behavioral things should be included in the grade because they don’t reflect mastery of content. That doesn’t mean a teacher can’t keep track of things like on-time work, organization, or other scholarly behaviors. Perhaps after the next test the teacher can then sit down the student and point out the relationship between some of those tracked behaviors and a poor test performance.
“It opens up a much wider range of conversations teachers have about the purpose of behaviors and their relation to academic success,” Feldman said.
He also doesn’t think teachers should give grades for group work. It’s too hard to determine if the individuals have mastered the content in those settings. That doesn’t mean group work isn’t valuable, it just means the assessments should be individual.
“We want people to collaborate well because when you collaborate well you make a better product and there’s a great reward to doing that work,” Feldman said. “We think it will increase their individual learning. The only way to know if they were effective in their group work is to see if they improved in their individual learning.”
This also prevents one or two students in a group from doing all the work. And, it reflects the inherent value of skills like collaboration and communication because when used on a group project they lead to success.
“There are certain strategies that have been used year after year that are just a barnacle on the ship,” Feldman said. “Teachers feel they just have to do it.” And often the systems within a school building make it hard to break free. The 0-100 scale, for example, is the default setting on many high school online grade books.
Feldman hates this scale for many reasons, but the biggest one is the destructive power of a “zero” for missing work. He contends the scale is weighted towards failure because 0-60 represents failing, whereas there are only 10 points between every other grade delineation. And if a student gets a zero on an assignment, it’s almost impossible to climb out of the hole that creates in their grade. Many students just give up. They know it’s mathematically impossible to pass after that.
One tweak would be a 50-100 scale, although Feldman understands that psychologically it’s hard to give a 50 to a student who did nothing. That’s why he prefers a 0-4 scale, with none of the nit-picking over a few points to get from a B+ to an A-. Students either meet the requirements for proficiency or they don’t. They exceed the requirements or they don’t. Feldman sees the gradations in-between as unnecessary and leftover from a points-based system.
While he doesn’t disagree with all of Feldman’s points, Ethan Hutt, an assistant professor of teaching and learning, policy and leadership at the University of Maryland, College Park, worries that taking process out of student grades sends the wrong message. He contends students do need to learn to be conscientious, responsible, hard working and to seek help. In his classes, those are the students that succeed. Homework and other incremental assignments build those skills.
“The foolish thing is to teach students that the only thing that matters is the disembodied work product,” he said. He thinks it’s silly to expect teachers to separate the work from everything else they know about that student. And on a broader scale, he wonders if learning to “play the game” is such a bad skill to teach. Much of life is about learning to navigate bureaucracy and hierarchies, so why shouldn’t students start learning to do that in school?
Putting It Into Practice
“I didn’t feel good about what I was doing when I was assigning grades, so I was very much ready for something like this,” said Sarah Schopfer, a 10th grade English teacher at Colfax High School in Placer County, California.
She knew her grades were subjective, but didn’t know how to change them. She noticed that a lot of her grading was based on participation, and the same handful of kids always participated. Those were also the kids who would do whatever she asked of them. But she knew there were other kids who wouldn’t “play the game,” and whose grades didn’t reflect what they could do.
“So that would show them failing,” she said. “And then they think they’re stupid and they’re not. They just do things differently.”
She admits changing how she grades was hard at first. She was uncomfortable with the 0-4 scale and had to change how she teaches to focus more on building relationships with students, as well as helping them find intrinsic motivation.
“It completely rocks your world and that’s why some teachers don’t,” she said. “I can see the hesitation.” But still, Schopfer said shifting her grading practices is the best — and hardest — thing she’s ever done in teaching.
“The biggest changes that I felt comfortable doing right away were that we don’t put things in the grade book that are behavior related,” Schopfer said. If kids are late, acting out in class, or not participating it doesn’t go into their grade anymore. “I know that scares the hell out of teachers because they’re like, how do I get them to turn things in on time?”
This question forced Schopfer to sit down and look at her assignments closely. Some projects were fun and glittery, but didn’t align with the standards as well as she thought, so she jettisoned them. Now she focuses on making the rubrics clear and transparent. She wants her assessments to be accurate. And she promised her students she won’t give them busywork, a commitment she takes seriously.
“Now I manage my class with relationships,” Schopfer said. “They have to trust you. They have to respect you. They have to want to do things for you because you’ve shown them that the things you ask them to do are important and matter.”
She says students still turn things in on time, but when they can’t for some reason, they apologize to her and let her know when they will be able to get the work in. She doesn’t have as many students sitting in class who think they’re bad at English. They have opportunities to redo things, to learn from their mistakes, and that’s motivating.
“Ultimately to me there’s no question. It’s an ethical issue,” Schopfer said. “Now that I know this I can’t go back. It’s not equitable.”
When she asked students what they think of the new grading system, here’s what she heard:
“It makes sense. All assignments add up and relate to learning overall. You have to do the work to be able to do the next step. You have a clear purpose for us, and the grade is just a side aspect.”
“You realize that we are people. We have crazy home lives, or some of us do. This makes my life less stressful, and they are accurate. I’m learning.”
“You are treating us like adults, but with a cushion.”
“The old grading methods are straight hypocritical and don’t make sense when you think about it.”
Nick Sigmon has also asked his students about their perspectives on his new grading system. He was shocked by how clearly students see through traditional grading.
”Students are very much aware that school is a game and that your grades aren’t based on how well you understand something, but on how well you play the game,” he said.
When he surveyed his students, many thanked him for moving to a more transparent form of grading, one that forced them to be responsible for their work, but in a clear, transparent way.
Sigmon has also found that changing how he grades has created a shift in his teaching by giving him a more clearly defined goal. “Now that I have established what my grades mean and what they’re based on then everything works backwards from there,” he said. “I know what students need to be able to show, what they need to be able to do. So I had to rethink everything to make that the focus.”
For example, Sigmon has stopped doing the typical “I do, we do, you do” formula for a new concept. He realized that perpetuated memorizing a procedure, not deep understanding, especially when all the practice problems are a clear imitation of the test questions.
“It’s changed the kinds of questions I ask,” Sigmon said. “I try to always ask questions the students have not seen. It’s the same concept, but being applied in a new way.”
For his part, Joe Feldman wasn’t sure these practices would work when he first started developing them, so he invested in external evaluation of grade distribution among teachers who were changing their grading practices. The results from independent evaluator Leading Edge Advisors showed that the rates of D’s and F’s went down, but the number of A’s also went down. One immediate response to this might be that teachers lowered their expectations, but Feldman says grading this way actually made it harder to do well.
The decreases in D’s and F’s were clustered among Latinx, African-American, low-income, and students with Individualized Education Programs (IEPs). Meanwhile the decrease in A’s mostly affected white students. “It reflects how the current system has been benefiting and punishing certain students disproportionately,” Feldman said.
He also wanted to test the accuracy of grades in this new system. He found that when teachers graded with his proposed equity strategies student course grades more closely correlated to their standardized test scores, indicating that the teacher’s assessment that a student mastered a standard was aligned with that same demonstration on the tests.
All of this is strong proof for Feldman that it’s important to have conversations about grading with teachers. He knows teacher experiences will drive change — they must have opportunities to try out strategies and see the effects themselves — but district leaders also have to provide the tailwind for this to become a reality. And that’s where he sees the biggest challenge to this work.
“[District leaders] know it’s going to require a lot of relationship building with teachers and parents. And some aren’t really sure it’s worth it,” Feldman said.
Read an excerpt from Joe Feldman’s book “Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms” to learn one principal’s journey in recognizing how inequitable grading was affecting her students.
How Teachers Are Changing Grading Practices With an Eye on Equity published first on https://dlbusinessnow.tumblr.com/
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perfectzablog · 5 years
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How Teachers Are Changing Grading Practices With an Eye on Equity
This is the second article in a two-part series about equitable grading practices. The first article sets up some of the challenges. In this post, learn how teachers are addressing this issue.
Nick Sigmon first encountered the idea of “grading for equity” when he attended a mandatory professional development training at San Leandro High School led by Joe Feldman, CEO of the Crescendo Education Group. As a fairly new high school physics teacher, Sigmon says he was open-minded to new ideas, but had thought carefully about his grading system and considered it fair already. Like many teachers, Sigmon had divided his class into different categories (tests, quizzes, classwork, homework, labs, notebook, etc.) and assigned each category a percentage. Then he broke each assignment down and assigned points. A student’s final grade was points earned divided by total points possible. He thought it was simple, neat and fair.
Looking back, however, Signmon said this kind of system made it seem like teachers were setting up rules to a game. “They say these are the rules and whatever the score works out to be that is your grade,” he said.
Feldman’s training questioned whether that approach to grading is fair. Feldman laid out a case against giving points for homework and extra credit, and is absolutely against the 0-100 point scale that dominates many classrooms. He maintains that for grades to provide an accurate picture of what students know, they shouldn’t include behavioral things like homework and participation. And, he says when every teacher has a different set of grading practices it’s not only erratic, it’s inequitable.
“A lot of those ideas [presented by Feldman] questioned the reasons behind our grades,” Sigmon said. “And so it’s easy to get defensive about your grading policy or get defensive about those ideas. There was definitely part of me that was resistant and I could see why other teachers would be resistant. As a teacher you want to believe that you’re doing the right thing and that your grades are meaningful and that you’ve figured out a system of grading that makes sense.”
But as Sigmon looked at the logic and supporting data Feldman presented and tried tweaking a few things in his classes, those challenging ideas started to make sense to him. He realized the way he graded was largely based on his own experience in school and beliefs about what students “should do.” But when he started to see each teacher’s grading policies as a set of arbitrary rules students are expected to follow, as opposed to a coherent indication of what a student knows, he was ready to make a change.
“I have to be more thoughtful. My grades now are meant to be an accurate reflection of a student’s mastery of the standards set by the state in high school physics,” Sigmon said. If a student can display their knowledge of those standards without doing the homework, he shouldn’t be penalized for that in his grade, especially because students all have different responsibilities outside of school that can make getting homework done difficult.
The first thing Sigmon did was think carefully about what it means to show mastery of each standard the state expects him to teach. He asked himself, “What can I expect high school students to do with this content?” That became the qualification for a B grade. To get an A students had to go beyond that. Earning a C meant the student was close to understanding, but not quite there. Getting a D would be very little understanding, and an F would be almost no understanding at all.
“It feels biased and subjective and that’s because it is,” Sigmon said. “I have to kind of trust myself as the professional to judge their understanding of a certain concept. That’s a tough adjustment to make.”
Sigmon doesn’t grade by assignment anymore; he grades by standard. That means he’s not assessing things like lab work, classwork or homework anymore. “Those things are all practice,” Sigmon said, although important practice. He only wants to include information that directly relates to their ultimate understanding of the standards in their grade, which he reasons, is supposed to reflect what they know at the end of his course, not how compliant they are.
Like many teachers who hear about this style of grading, Sigmon was worried students wouldn’t do homework at all if points weren’t attached to it. And, in fact, he did see a dip in homework completion at first. But, when students started to see their quiz and test grades drop because they weren’t doing homework, they made the connection pretty quickly. Now, Sigmon says his students’ homework completion rate is higher than ever, and even better, they have no reason to copy each other’s homework.
“I was really surprised because after students started failing the assessments they started realizing the only way to improve their grades was to improve their understanding,” Sigmon said. There are still a few kids who try to do as little as possible, but some will even email him for extra questions to get more practice.
Grading and Equity
This kind of standards-based grading approach is a growing trend in some corners of education. It’s part of a push to make sure kids are actually mastering the information they’re supposed to learn, not just playing a points game. That reasoning is compelling to some teachers who are excited about shifting pedagogy, but Joe Feldman thinks he has an even more compelling reason that schools should start making a shift in how they grade — equity.
Feldman has worked in education a long time, first as a high school teacher, then a principal, and later as a central office administrator. He’s been around enough schools and classrooms to know that even when teachers have worked hard to align their curriculum and assessments in order to provide coherence for students, the experiences students have in each teacher’s class can be vastly different. That’s because each teacher grades differently, allotting a different percentage for tests, participation, homework, and even things like effort. Some teachers accept late work with no penalty, others allow students to do extra credit to make up work; some allow retakes on tests and quizzes, others don’t. For students, the result is a thicket of different rules that must be navigated each year or class period.
“The more I really investigated and researched it, I found it wasn’t just an issue of consistency,” Feldman said, “it actually had implications for equity in schools. Many times the grading practices teachers use inadvertently punish students with fewer resources.”
The way Feldman sees it, teachers use grades for much more than indicating whether students have mastered the academic content. For example, teachers often deduct points for late work because they want students to respect deadlines and learn responsibility. Or, they know that engagement is important for learning, so they include participation as a portion of the grade. Grades, then, become a behavior management tool, a motivational tool, and sometimes an indication of mastery too.
Take the common practice of averaging grades, for example. One student might come into class with no experience writing a persuasive essay. The first time he tries, he turns in a terrible essay and gets a low score. The next time he improves, and by the end of the semester he’s nailed it. But that student will always have a lower grade than the student who came into class knowing how to write a solid persuasive essay, perhaps because of a summer camp opportunity, and never progressed much further during the year. The second student will get a better average grade, even though she didn’t show growth in her writing.
“That’s really inaccurate to describe a students’ work like that,” Feldman said.
To be clear, Feldman is not saying that teachers consciously develop inequitable grading systems. He knows from experience that the opposite is true. Many teachers go to great lengths to remove bias from the process, doing things like covering student names while grading. The trouble is that some long standing grading practices may be perpetuating bias anyway. Take student participation as an example.
“If I grade on participation and I’m looking for: Are they looking at me? Are they taking notes? Are they not talking when I’m talking? They are descriptions of how that teacher learned,” Feldman said. “And they believe that if other students exhibit those qualities they’re more likely to learn.” But, he says, that’s subjective, which means a whole portion of a students’ grade could be filtered through a teachers’ unintentional bias towards the style of learning they prefer. The way to get rid of this potential bias in grading is not to reward participation in final grades.
“This elicits a lot of different emotions form teachers,” Feldman said. “I’ve had them cry, yell at me, walk out of the room, write me off as some sort of nut. But as I work with teachers they’ll start to confront the idea that what they believe about students may not be true.”
Feldman understands this reaction from teachers. Education has become more top-down with mandates from the state and district level making teachers feel that their professional judgment is not valued. Grading practices are often the last bastion of autonomy a teacher has and independent grading is enshrined in many teacher contracts. When principals or districts try to suggest ways to make grading more equitable, they are often met with accusations that they are infringing on classroom autonomy.
Feldman says the only way teachers come around to what he proposes is by looking at the data, deeply discussing the ideas, and trying some of his strategies in their own classrooms. That’s what convinces most of them to dig in and make changes.
Strategies
One easy way to dip a toe into more equitable grading is to get rid of extra credit. Often these assignments are things like, go to a museum and submit a report, or write an extra essay.
“These things depend on a student having the time, money, resources to be able to do those,” Feldman said. More importantly, they’re beyond the curriculum and shouldn’t be required for the student to understand the material.
Another strategy Feldman recommends is requiring retakes if students score below a certain level. Right now, many students take a test, get a score and move on. The learning stops there. Feldman thinks a more equitable practice is to encourage students to learn from the errors they made on the test and take it again.
“Teachers have told me that when they suggest to students that they’re going to have to retake it there’s resistance from students, but they ultimately appreciate the teacher doing that and build a stronger relationship,” Feldman said. “There’s no clearer message that your teacher cares about you than that they won’t let you fail.”
And teachers can put parameters on retakes. They may say students can only retake after demonstrating growth on the missed skills, or they may require students to go back through the homework and pick out the questions related to the skills they missed. This not only requires students to reflect on mistakes, but it also reinforces the value of homework for learning.
Importantly, after the retake, teachers should enter the best score in the grade book, not an average. To Feldman’s thinking, students shouldn’t be penalized for putting in the extra work to understand the concepts. If they show they know it, they should get credit. And Feldman has a response for teachers who say that students need to learn to meet deadlines and pass tests the first time — very few measures of adult learning are one-and-done. People can retake their driver’s tests, their teacher licensing exams, their SATs and MCATs.
In a world of high stakes tests, the discrete skill of test taking may be worth teaching students individually to make sure they know how to face the exams when they come. But Feldman would prefer teachers were honest with students about test-taking as a skill, as opposed to rolling it into the course grade.
Feldman also doesn’t think behavioral things should be included in the grade because they don’t reflect mastery of content. That doesn’t mean a teacher can’t keep track of things like on-time work, organization, or other scholarly behaviors. Perhaps after the next test the teacher can then sit down the student and point out the relationship between some of those tracked behaviors and a poor test performance.
“It opens up a much wider range of conversations teachers have about the purpose of behaviors and their relation to academic success,” Feldman said.
He also doesn’t think teachers should give grades for group work. It’s too hard to determine if the individuals have mastered the content in those settings. That doesn’t mean group work isn’t valuable, it just means the assessments should be individual.
“We want people to collaborate well because when you collaborate well you make a better product and there’s a great reward to doing that work,” Feldman said. “We think it will increase their individual learning. The only way to know if they were effective in their group work is to see if they improved in their individual learning.”
This also prevents one or two students in a group from doing all the work. And, it reflects the inherent value of skills like collaboration and communication because when used on a group project they lead to success.
“There are certain strategies that have been used year after year that are just a barnacle on the ship,” Feldman said. “Teachers feel they just have to do it.” And often the systems within a school building make it hard to break free. The 0-100 scale, for example, is the default setting on many high school online grade books.
Feldman hates this scale for many reasons, but the biggest one is the destructive power of a “zero” for missing work. He contends the scale is weighted towards failure because 0-60 represents failing, whereas there are only 10 points between every other grade delineation. And if a student gets a zero on an assignment, it’s almost impossible to climb out of the hole that creates in their grade. Many students just give up. They know it’s mathematically impossible to pass after that.
One tweak would be a 50-100 scale, although Feldman understands that psychologically it’s hard to give a 50 to a student who did nothing. That’s why he prefers a 0-4 scale, with none of the nit-picking over a few points to get from a B+ to an A-. Students either meet the requirements for proficiency or they don’t. They exceed the requirements or they don’t. Feldman sees the gradations in-between as unnecessary and leftover from a points-based system.
While he doesn’t disagree with all of Feldman’s points, Ethan Hutt, an assistant professor of teaching and learning, policy and leadership at the University of Maryland, College Park, worries that taking process out of student grades sends the wrong message. He contends students do need to learn to be conscientious, responsible, hard working and to seek help. In his classes, those are the students that succeed. Homework and other incremental assignments build those skills.
“The foolish thing is to teach students that the only thing that matters is the disembodied work product,” he said. He thinks it’s silly to expect teachers to separate the work from everything else they know about that student. And on a broader scale, he wonders if learning to “play the game” is such a bad skill to teach. Much of life is about learning to navigate bureaucracy and hierarchies, so why shouldn’t students start learning to do that in school?
Putting It Into Practice
“I didn’t feel good about what I was doing when I was assigning grades, so I was very much ready for something like this,” said Sarah Schopfer, a 10th grade English teacher at Colfax High School in Placer County, California.
She knew her grades were subjective, but didn’t know how to change them. She noticed that a lot of her grading was based on participation, and the same handful of kids always participated. Those were also the kids who would do whatever she asked of them. But she knew there were other kids who wouldn’t “play the game,” and whose grades didn’t reflect what they could do.
“So that would show them failing,” she said. “And then they think they’re stupid and they’re not. They just do things differently.”
She admits changing how she grades was hard at first. She was uncomfortable with the 0-4 scale and had to change how she teaches to focus more on building relationships with students, as well as helping them find intrinsic motivation.
“It completely rocks your world and that’s why some teachers don’t,” she said. “I can see the hesitation.” But still, Schopfer said shifting her grading practices is the best — and hardest — thing she’s ever done in teaching.
“The biggest changes that I felt comfortable doing right away were that we don’t put things in the grade book that are behavior related,” Schopfer said. If kids are late, acting out in class, or not participating it doesn’t go into their grade anymore. “I know that scares the hell out of teachers because they’re like, how do I get them to turn things in on time?”
This question forced Schopfer to sit down and look at her assignments closely. Some projects were fun and glittery, but didn’t align with the standards as well as she thought, so she jettisoned them. Now she focuses on making the rubrics clear and transparent. She wants her assessments to be accurate. And she promised her students she won’t give them busywork, a commitment she takes seriously.
“Now I manage my class with relationships,” Schopfer said. “They have to trust you. They have to respect you. They have to want to do things for you because you’ve shown them that the things you ask them to do are important and matter.”
She says students still turn things in on time, but when they can’t for some reason, they apologize to her and let her know when they will be able to get the work in. She doesn’t have as many students sitting in class who think they’re bad at English. They have opportunities to redo things, to learn from their mistakes, and that’s motivating.
“Ultimately to me there’s no question. It’s an ethical issue,” Schopfer said. “Now that I know this I can’t go back. It’s not equitable.”
When she asked students what they think of the new grading system, here’s what she heard:
“It makes sense. All assignments add up and relate to learning overall. You have to do the work to be able to do the next step. You have a clear purpose for us, and the grade is just a side aspect.”
“You realize that we are people. We have crazy home lives, or some of us do. This makes my life less stressful, and they are accurate. I’m learning.”
“You are treating us like adults, but with a cushion.”
“The old grading methods are straight hypocritical and don’t make sense when you think about it.”
Nick Sigmon has also asked his students about their perspectives on his new grading system. He was shocked by how clearly students see through traditional grading.
”Students are very much aware that school is a game and that your grades aren’t based on how well you understand something, but on how well you play the game,” he said.
When he surveyed his students, many thanked him for moving to a more transparent form of grading, one that forced them to be responsible for their work, but in a clear, transparent way.
Sigmon has also found that changing how he grades has created a shift in his teaching by giving him a more clearly defined goal. “Now that I have established what my grades mean and what they’re based on then everything works backwards from there,” he said. “I know what students need to be able to show, what they need to be able to do. So I had to rethink everything to make that the focus.”
For example, Sigmon has stopped doing the typical “I do, we do, you do” formula for a new concept. He realized that perpetuated memorizing a procedure, not deep understanding, especially when all the practice problems are a clear imitation of the test questions.
“It’s changed the kinds of questions I ask,” Sigmon said. “I try to always ask questions the students have not seen. It’s the same concept, but being applied in a new way.”
For his part, Joe Feldman wasn’t sure these practices would work when he first started developing them, so he invested in external evaluation of grade distribution among teachers who were changing their grading practices. The results from independent evaluator Leading Edge Advisors showed that the rates of D’s and F’s went down, but the number of A’s also went down. One immediate response to this might be that teachers lowered their expectations, but Feldman says grading this way actually made it harder to do well.
The decreases in D’s and F’s were clustered among Latinx, African-American, low-income, and students with Individualized Education Programs (IEPs). Meanwhile the decrease in A’s mostly affected white students. “It reflects how the current system has been benefiting and punishing certain students disproportionately,” Feldman said.
He also wanted to test the accuracy of grades in this new system. He found that when teachers graded with his proposed equity strategies student course grades more closely correlated to their standardized test scores, indicating that the teacher’s assessment that a student mastered a standard was aligned with that same demonstration on the tests.
All of this is strong proof for Feldman that it’s important to have conversations about grading with teachers. He knows teacher experiences will drive change — they must have opportunities to try out strategies and see the effects themselves — but district leaders also have to provide the tailwind for this to become a reality. And that’s where he sees the biggest challenge to this work.
“[District leaders] know it’s going to require a lot of relationship building with teachers and parents. And some aren’t really sure it’s worth it,” Feldman said.
Read an excerpt from Joe Feldman’s book “Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms” to learn one principal’s journey in recognizing how inequitable grading was affecting her students.
How Teachers Are Changing Grading Practices With an Eye on Equity published first on https://greatpricecourse.tumblr.com/
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A Moment of Introspection (or, Why Positive Thinking is Actually a Bad Thing)
Since starting the whole end-stage brain cancer thing, I’ve gotten a variety of messages from assorted friends and acquaintances wishing me well - it's quite heartwarming, actually - and, although it's universally well-intended, a significant percentage (about 20-40%, I'd estimate) have the glaring subtext, “Cheer up, for Chrissakes.” I appreciate that, for most people, that's intended as a sincerely well-meaning sentiment, but, uh, no; no thanks. I was never a cheery person, I'm unlikely to turn into one under current conditions. All of this reminded me of why I'm fastidiously documenting this whole process. We tend to see dying people as “the great other,” (believe me, we really do, you just don't experience it until you're on the wrong side of the equation), and that colors a great amount of my interactions - you can kind of simulate this experience, by spending a day where you don't discuss, or do, anything pertaining to a time frame after the next six months. It'll be easier for some of you than others.
The ClifNotes version of this rant is how to properly respond when you hear bad news about a friend or neighbor, and why positive thinking isn't such a good idea. We’ll tackle the second one first, because I'm a Star Wars fan.
When you develop a dangerous disease, you will be overwhelmed by many things, but the most annoying are people telling you to remain positive. This is a bad idea on many levels, not least of which because it could kill you. When I first found out about the latest tumor in July, I was told not to panic, that this was a fairly slow-growing tumor, and I had some time to deal with it. When my tumor was removed in November - that's about 4 months, for those keeping score - the tumor had leap-frogged from stage II to stage IV.  If I had freaked the fuck out the minute I heard the word “tumor” and had it removed immediately; I would be in a completely different diagnostic category, with a completely different prognosis and life expectancy. And that wasn't even positive thinking, that was just relying on well established medical facts and/or probability. So you can understand why, perhaps, I'm suspicious of positive thinking at the moment; it’s demonstrably dangerous to me. So, you'll forgive me for operating under the assumption that this will be my last Christmas. That may or may not be accurate, it's simply an inference based on current events (speaking of which, there's an excellent chance I’ll eventually lose my insurance if that despicable tax bill becomes law, which will result in blocking access to care, which will inevitably end in a sub-optimal result for me). I suppose you could take that the other way, and assume, “Well, the disease behaved unpredictably already, that could swing the other way, too,” but it's still not a bright idea to bet on a team on a losing streak. Also, I already beat the odds - for fifteen years. This is just the law of averages catching up to me.
We are also an outcomes-oriented society - no one’s about to show up and give me gold star for living 30-odd years as a decent, kind human being who never really achieved anything of import; it's unlikely I'll get credit for weathering this particular shitstorm with grace and dignity (BTW, dignity is the very first thing that gets jettisoned in these situations; I think I left any remaining scraps of that on the floor of the shower when I had to have a nurse physically support me throughout the entire shower/basic hygiene process). I should get credit for not strangling any of the nitwits who try to cheer me up the wrong way.
THE PROPER WAY TO CHEER ME UP: Tell me about your aunt who beat brain cancer (I’m actually being sincere). Maybe leave out that epilogue about her living a full three years past what the doctors expected; I'm not in a position to refuse any extra time, but I'm ambitiously hoping for more than five years. Call me crazy! Or, y’know, just treat me like a regular person who's in the middle of a bad divorce. I'm aware that my situation is much worse, but I can not escape the constant reminders that I'm in a really bad way (I'm taking very strange meds that give me insomnia and heartburn; I'm on the phone with my doctors, nurses, and insurance company every hour or two; I could go on), so it's nice to be treated as a person, and not a disease bound in human flesh. I love Oprah, I love Oscar Wilde, but until they're sitting in a waiting room next to a man with literally only half a face, please don't spout inspirational garbage unless you want to make it onto the “To Stab” list.
Speaking of being an outcome-oriented society; a great deal of my (and probably most other cancer patients’) dread and anxiety is based on the uncertainty of outcomes. We tend to be of the mind-set that our fear of an event is much worse than the event itself; and, normally, I'd agree with that sentiment. Except, at almost every single step in the diagnostic/discovery process, the outcome has not only been far worse than my worst fears, it's outstripped my doctors’ predictions. True, I have gotten slightly lucky in a few ways (the surgery went far better than expected, I do have a mutation that gives me a 40% chance of survival with conventional treatment, I'm in a drug trial that should improve those odds, and I might be able to get insurance next year), but even those all come with caveats and qualifications. And they're weighed against an uncertain future in which even death isn't the worst possible outcome (remember Two Face in the waiting room? Yeah, it's not likely to happen to me, but neither was stage IV brain cancer). So, you might understand why, with a future that's decidedly more S. King than B. Potter, even with the rosiest predictions (and not a whole lot of future, at that). The happiest baby rabbit photo in the world isn't going to improve those odds, so keep the motivational posters to yourself. If things are looking better in a few weeks, yeah, sure, I'll be cheerier, but I haven't even started treatment yet.
I realize that most of these misfires come from the human impulse to do something to help each other (again, knowing that people are just well-intentioned idiots has saved a few of those idiots from a much-needed eyeball gouging), and it just comes out wrong. I try to preface everything I write with the warning that I don't speak for all cancer patients, just me. Today, I'm going to abandon that stance and speak as Cancer Man (but not the cool, X-Files one), patron saint and mouthpiece for all patients with terrible afflictions, and give you, dear reader, the perfect response when you hear that unimaginable tragedy has struck someone you care about. I'm so confident in its efficacy, that it will work not only for cancer, but for almost all diseases, and, indeed, tragedy in general, from unexpected weight gain to a neighbor losing their child. However, before we get there, let's look at the very best, and very worst, reactions (there's only one of each, I won't hold you in suspense for too long).
So, far and away the best response to my situation came from a former boss in the biotech industry, who had heard of several promising clinical trials, and offering some advice about trial eligibility. I knew I was a decent employee, I didn't think I was that good.
Now, the very worst response - and the one I've possibly received the most - is, “"I could get hit by a bus tomorrow.” Or something similar. Usually this is whenever I bring up the odds of me making it five years (about 40%), because Americans don't understand how probability or basic math works (this also explains our economic policies). Fortunately, most people realize it's kind of a dickish thing to say, “I can completely empathize, because I am also mortal.” It took me a while to figure out the proper response to that, which is; “"I'm so glad you agree, let's play some Russian Roulette.” Once I break it down that way - that I'm in a life or death situation over which I have absolutely no control - most people back off.
Anyway, here's your go-to response whenever tragedy strikes someone you know; “"That's awful. I am so sorry, and I have no idea what to say. Is there anything I can do?” That will work for every unpleasant disease you can imagine, I'd wager my life on it (another phrase that used to mean something).
And the only person who's inquired - unprompted - about my emotional state was my radiation oncologist. She was sort of double-checking that I was depressed (or trying to figure out if the cancer was causing it, I'm not sure). Either way, the implication was the disease could be directly influencing my emotional state and/or outlook. If you're still having trouble understanding why I'm slightly upset, imagine having an alien parasite in your brain that can alter your very perception of reality - what we usually call our sanity - and knowing that, if science fails, things will get much, much worse, and eventually, you will die. That's not a problem if you're Kirk or McCoy, but let's say you're slowly becoming aware - like Rosencrantz and Guildenstern - that you're a nameless red shirt. BTW, if Spock doesn't synthesize an antidote in time, these dispatches are going to become very surreal as I descend into madness and pain.
Finally - and don't worry, I'm mostly done with self-pity - you'll have to be patient, I literally found out about all of this five weeks ago. It's all a little much to adjust to in less time than it takes to establish residency in most places. Hell, just for comparison, my chemo/radiation course is - minimally - six weeks. Which brings up my final point (hang in there, we’re almost done), why I'm writing these things. In our society, we tend to view dying people (or those in grave situations) as The Great Other. We want Morrie Schwartz, or we want sick people to shut up and go away (BTW, the feeling’s mutual on the other side of the fence, sick people just want you to give us morphine and let us die in peace). I have not heard of anyone undergoing this, uh, process, while maintaining their surliness and cowardice (and you would be, too, if you were only getting a few hours of sleep every night) - not that I'm dedicated to those traits, but they come naturally to me in crisis (or this particular crisis; I don't know what I'd be like if I was sleeping well and didn't have to call some specialist or billing department or coordinator every hour or so) - and I think future cancer patients should be assured that a bit (or a lot)(or even massive amounts) of griping and fear is fairly normal and has no real effect on the outcome (it doesn't, I haven't seen a study conclusively showing any correlation between attitude and patient outcomes). And this whole writing project will help me keep track of my efforts to find the world’s funniest cancer joke. It has to be out there, somewhere; I've been unable to shake the feeling that I'm somehow involved in some horrible, tasteless joke (and I've crunched the numbers; this whole thing is so statistically outlandish that finding out I am some sort of fictional character in an elaborate story about end-of-life issues would not be the most surprising (or upsetting) discovery I've made this month), and damned if I'm going to leave before figuring out the punchline (of course, I'm about to be damned, anyway; my mother described the radiation waiting room as “the line to cross the Styx”). And finally, I'm doing this because I still can; there may well come a time when I'm unable to write - a thought that scares me far worse than dying. And it may very well may happen; after all, we live in a universe rich in possibilities.
In conclusion, if you feel the need to cheer someone up, there are other cancer patients you can bother. Some of them are probably serene and wise, even (those are the patients with personal assistants to wade through the vast pile of BS that is the bureaucracy of the modern medical-industrial complex). If, on the other hand, you're interested in seeing how far down the rabbit hole goes, with a host who isn't afraid to ask, “This is really fucked up, right? This isn't just me, is it?” I'm your man. For good or bad, my life looks the way it does because I'm too lazy to pretend to be someone I'm not (well, that, and life-long neurological disease); and I'm certainly not going to work on that skill while simultaneously trying to survive what promises to be the very worst (possibly even the very last) two months of my life. Speaking of which...
UPDATE: I met with the researcher running the neurocognitive assessment trial, which is kind of fun (the neurocognitive tests are kind of like some sort of therapy for dementia patients (which, I suppose, could describe me soon enough); you get to draw things (sort of), you play word games (sort of), and you get to play with blocks (sort of)). And then I got to fill out some forms to assess my current neuropsychiatric state. I realize I use synonyms for “fear” a lot on this blog, but the questions on the psych form were deeply upsetting in their implications (”Have you had recent troubles articulating your thoughts or feelings?” YOU. MOTHERFUCKERS. Writing is the last thing I have any real control over; don't you dare take this from me). Good news; the researcher assured me that current radiation treatment is much less nuclear holocaust-y than old fashioned radiation treatment, and the goal of this study is to demonstrate just how much better it is for patient cognitive abilities. She was less happy about my constant pestering her about specifics (”Have I experienced balance problems in the last week? Yes, but since someone was sawing through my somatosensory lobe a month ago, I don't think it was a psychiatric issue.”), so she eventually told me to shut up and scribble any notes or caveats in the margins (I don't think anyone will be amused that, after I rated the statement “I am afraid of dying” (I very strongly agree with that statement, obviously), I wrote, “There is about a 60% chance I'll die in the next five years, it's not a fear, it's just basic math.” Still, it was reassuring when she told me that she does see most patients again at the three month follow-up, and that most of them are mostly-intact. And, in surprising news, I finally saw the psychooncologist; and she seemed remarkably empathetic and intelligent (I guess it's just the administrative staff that are cruel and incompetent). I guess I have adjustment disorder (no shit, Sherlock)(also, there's probably a few readers who saw that coming). But, bigger news, the antidepressant I was on is linked to anxiety, insomnia, and, wait for it... seizures. So, I will be transitioning to a less dangerous (for me, anyway) antidepressant over the next few weeks, so things might get a little odd around here during that time. She (the psychiatrist) also said something to mull over; (and I'm paraphrasing), “Any time you cut into the brain, you permanently change the neurochemistry. And we've done that to you three times since you were 17.” I also got a call from my original mad scientist oncologist in Northern California (or one of her Igors, anyway), reminding me that she wants an MRI a month after starting radiation, which is reassuring. I have no illusions about her investment in me; it makes for a much better case study if the patient lives longer, and I am a once-in-a-lifetime medical specimen (I don't mean that in a sleazy, “Welcome to the gun show” way; I once calculated that there are fewer than 250 people with similar medical histories... on planet Earth). Still, the more people who want me to live, and are in a position to help make that dream a reality, the better. Now for the bad news; the radiation department is still haggling with my insurance company, and that's holding up this whole process. However, they're expecting to hear back in a day or so, and, as Dad noted, the insurance company has been quite generous and almost-mammalian during this whole process. All I want for Christmas is chemo.
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A sad fact of professional athletics is the tenuous relationship that these athletes have with the sport that defines their lives. Whether due to deterioration of skill, an ever competitive arena, or other exterior factors, the career rate of professional athletes continues to be incredibly low. Perhaps the greatest plague on professional athletes is the ever present possibility of serious injury. Anyone who has played sports knows that injuries are an integral part of the game, however, they also recognize the fear of those potentially catastrophic injuries which can greatly alter an athlete’s career or life. With an increasing amount of TV coverage on professional sports (I mean heck, ESPN had a girl’s high school basketball game on!), so many more of these injuries are witnessed live by fans. As such, this list will count down the 15 Most Gruesome Sports Injuries of the 2000’s. As the name suggests, the only qualification for the injuries on this list is that they be sports related and that they have occurred since January 1st of 2000.
#1 Giancarlo Stanton – Facial Fractures and Dental Damage I think an underrated aspect of baseball at the major league level is just how fast the gameplay is. Specifically, the speed at which pitchers can throw in the big leagues far outdistances what hitters regularly see at the amateur or collegiate level. Giancarlo Stanton got an up close and personal view of fast pitching during the #15 incident on our list, which resulted in severe facial fractures and dental damage to the Marlins slugger. During a game against the Milwaukee Brewers, Stanton got hit full in the face by a pitch. The worst part about this incident was the fact that Stanton was in half swing when he got hit, so his face was turned towards the incoming pitch with no protection whatsoever. The man formerly known as Mike Stanton is lucky that this injury wasn’t more serious.
#2 Kevin Huber – Broken Jaw and Fractured Vertebrae As far as careers in professional sports go, an NFL Punter has to be considered one of the safest. I would have said that, anyways, if it weren’t for the #14 gruesome injury on our list. In week 15 of the 2013 season against the Pittsburgh Steelers, Huber was blocked by Steelers linebacker Terence Garvin, which led to a fractured jaw. Not only this, but it was later revealed that Huber had fractured his vertebrae on the play, causing him to miss the rest of the season. Kudos to Huber for at least being close enough to the action to actually have the chance of making a tackle, but seeing the results, it’s hard to argue that it was the smartest play for him to make.
#3 Rashad Johnson – Missing Finger For the #13 entry on our list is an injury which I’m surprised does not happen more often in the NFL. During the 2013 season, in a game against the New Orleans Saints, Johnson’s finger was smashed between two helmets. The impact of this collision was so forceful that it literally snapped off the tip of the middle finger on his left hand. Johnson played it cool when it happened, much cooler than I would have had one of my appendages just been permanently ripped off. Further showing his toughness, Johnson would return from this gruesome injury later that same season. We will see another (and much more hilarious) NFL finger injury later on this list, but the injury to this NFL safety certainly deserves its spot on the bottom half of our list.
#4 Mike Cameron – Broken Nose and Cheek I think the most miraculous part about this incident was the fact that Carlos Beltran was actually running in his attempt to play the ball. That’s probably why Cameron was recklessly diving for the ball, because he just assumed that Beltran wasn’t going to be able to run fast enough to make the catch. But all kidding aside, collisions in the outfield are one of the primary causes of injuries in baseball. Whether the collision is with the wall, or another player (like it was here), outfielders who are tracking a fly ball are uniquely susceptible to collisions and other incidents. This particular incident left Mike Cameron with a severely broken nose and cheekbone and the sheer force of this unseen collision makes it the #12 most gruesome sports injury of the 2000’s.
#5 Marcus Lattimore – Dislocated Knee A sad fact of this article is that many of the afflicted athletes never fully recovered from their gruesome injuries. The #11 entry on our list is a perfect example of this, as South Carolina running back Marcus Lattimore would never recover the speed and explosiveness that he had prior to his devastating knee injury. I highly recommend watching the video on YouTube because I don’t think anything I can write can do justice to how truly gross this leg injury was. The injury would cause Lattimore to miss the rest of his college career, and he would not get drafted until the fourth round of the subsequent NFL Draft. Despite being drafted, Lattimore would retire in a few short months as it became evident the toll his gruesome injury had had on him as a player.
#6 NaVorro Bowman – Tore His ACL and MCL I honestly think the San Francisco 49ers might have the worst luck of any team in the NFL. As opposed to teams like the Browns and Bills who, through bad decision making (hey Johnny Manziel) and policies, have made their franchises into laughing stocks. In contrast, the 49ers in recent years have been victims of annual bad luck that has devastated this once great franchise. A perfect example of this is the severe leg injury which occurred to star linebacker NaVorro Bowman against the Seattle Seahawks in the 2013 NFC Championship game. Bowman has declined significantly since the injury and this, combined with the retirement of Patrick Willis, has had a hugely detrimental impact on the 49ers once vaunted defense. We hope he’ll be able to stay healthy the rest of his career.
#7 Tim Hudson – Broken Ankle  Many writers and commentators have affectionately called MLB pitchers the “the least athletic athletes” of all time. While this doesn’t apply to all pitchers, it would apply to an almost forty year old Tim Hudson when he received a devastating leg injury while pitching for the Braves in 2013. Hudson was pitching a 4-hit shutout against the New York Mets when Eric Young, Jr., who was trying to beat a throw to first base, accidentally stepped on Hudson’s leg above the ankle. This resulted in an ankle fracture that ended Hudson’s 2013 season. In the video you can see Hudson’s lower leg bend (and eventually break) under the weight of Young. Hudson would successfully resurrect his career with the San Francisco Giants, thus showing that life doesn’t always end for these athletes after their gruesome injuries.
#8 Willis McGahee – Torn ACL, PCL, MCL A sad fact of this list is that many of the injuries listed here had devastating effects on the careers of its victims. As such, I thought it would be nice to include an athlete who would go on to have a very successful career after their gruesome injury. Such was the case with the incredibly intense leg injury that running back Willis McGahee suffered during his career in College as a member of the Miami Hurricanes. During the 2003 National Championship Game, McGahee would catch a screen pass before being on the receiving end of a very violent hit by Ohio State Safety Will Allen. As a result of the hit, McGahee would suffer a torn ACL, PCL, and MCL. Despite this devastating injury, McGahee would still enter himself into the 2003 NFL Draft in which he was selected in the 1st round by the Bills.
#9 Jason Pierre Paul – Missing Finger(s) We talked earlier about the completely understandable, football related, injury which led to the loss of Arizona Safety Rashad Johnson’s finger. In contrast, I present to you the story of Jason Pierre-Paul. During the summer of 2015, news reports began to surface that the New York Giants All-Pro defensive end had suffered a severe injury to his hand while setting off 4th of July fireworks. These reports were later verified and it was revealed that Paul had lost actual portions of several of his fingers in the incident. Perhaps the greatest part of this story (at least from a writer’s standpoint) is that Paul was previously known for his ability to bat down balls at the line of scrimmage. Kind of hard to do with only eight fingers.
#10 John Cena – Broken Nose The #1 argument for critics of professional wrestling is that the action and competition is fake. The fatal flaw in this reasoning is that, though the outcomes are scripted, the maneuvers and acts performed by these phenomenal athletes are very much real. A perfect example of this is the #6 entry on our list, which occurred during an episode of Monday Night Raw in a match between Seth Rollins and John Cena. During the match, Rollins hit Cena with a high knee to the face, knocking him to the mat. Once Cena got back to his feet, it was obvious the trauma which had just occurred. Cena’s nose was clearly broken, and was so askew as to make the 16x World Champion look almost comical.
#11 Kris Commons – Weird Leg Lump For the other entries on this list, I’ve done my best to focus on the incident or circumstances which led to these gruesome injuries. With the #5 entry on our list, however, I cannot get past the picture of the injury itself. What exactly is that on his leg? It looks like his thigh is pregnant, that or this guy has about the world’s biggest pimple on his leg. Soccer players are often criticized (and I think rightfully so) for the outrageousness and insincerity of the “flopping” which has become commonplace in their sport. If there was ever a case for the toughness of soccer players, it would be this injury to Kris Commons. Commons actually finished the game in which this injury occurred. I’d say it’s pretty safe the tackler who caused this deserved more than a yellow card.
#12 Kevin Everett – Cervical Spinal Injury The injury to Buffalo Bills Tight End Kevin Everett wasn’t gruesome due to how it looked when it initially happened, but because of the long-term effects that this injury had on this man’s life and career. During the first game of the 2007 NFL season, Everett was on the kickoff team in the Bill’s game against the Denver Broncos. While attempting to make a tackle, Everett received a devastating hit which knocked him to the ground. Everett was carted off the field and rushed to the hospital where it was confirmed that he had received a severe cervical spine injury, leaving him partially paralyzed. In the years since Everett has regained use of his arms and legs, however his ability to walk is limited and he has been placed on government disability. This is certainly one of the saddest cases on our list.
#13 Jessica Dube – Lacerated Cheek and Nose – Mentions video You don’t often hear the word “gruesome” used to describe the sport of competitive figure skating, but that’s exactly what makes this list so great. Easily the most frightening injury to ever happen in the figure skating world occurred at the 2007 Four Continents Championship in Colorado Springs. During the event, Dube was doing a partner performance when the skate of her male her male partner got much closer to Dube’s face than she expected. The skate severely lacerated the nose and cheek of Dube, causing an immediate stoppage of the performance. Dube was rushed to the hospital where she was amazingly able to make a full recovery. After watching the Dube video, I cringe any time I see a figure skater sticking their bodies a little too close to their partners swinging skates.
#14 Anderson Silva – Broken Leg With some of the entries on this list, those of us watching live were unaware that anything unusual had happened until after the gruesome video replay was shown. Such was not the case with the severe leg injury suffered by UFC fighter Anderson “the Spider” Silva in his fight against Chris Weidman at UFC 168. There are mixed reports concerning whether Silva initially cracked his shin earlier in the fight, however, it is obvious that during a leg kick by Silva in the 2nd round, he severely broke both his tibia and fibula. Watching live you saw Silva’s leg wrap around that of Weidman’s, moving in a way more relative to a Stretch Armstrong doll than an actual human being. The fight was of course immediately stopped, causing one of the more abrupt (and of course gruesome) ends to any UFC fight that I’ve ever seen.
#15 Kevin Ware – Severely Broken Leg I don’t think that you can talk about gruesome sports injuries in any era without discussing the Kevin Ware leg injury. Ware was, of course, a pivotal part of the Louisville University basketball program that one the NCAA Tournament in 2013. Unfortunately, however, Ware will be forever remembered for an injury which occurred in an Elite 8 game against Duke that same year. Ware landed awkwardly after attempting to block a three-point shot attempt by Duke guard Tyler Thornton and suffered a compound fracture to his right leg which protruded several inches out of his shin. ESPN, much to its credit, refused to show replays of the gruesome injury but it still made quite the rounds on the internet and other news sources. After making his recovery, the press continued to focus on Ware through the rehab of his injury until he transferred to another school.
Source: TheRichest
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