2: Grading and the Not-Yet Approach

skills. Also, think back to the story of Willie in chapter 1. I had asked him who told him he wasn’t a good reader or a good writer. When asked, he merely shook his head. Perhaps no one teacher had outright said anything specific to him, but there is clearly a reason Willie didn’t believe he could learn how to read and write “good.” As your students’ current teacher, you must understand how to use not-yet language to help students engage in the right kind of struggle so they believe they can make up learning gaps regardless of the content area to achieve learning goals.

To illustrate, let’s fast forward from my high school experience in geometry to my senior year in college. Six months before I was to graduate with my English certification, the dean called me and explained that after studying my transcript, it was noticed that I lacked a mathematics class. The only class available that summer was Elementary Math Methods (K–4); fortunately, it fulfilled the missing credit. I wasn’t excited about returning to a mathematics classroom, but at least I would learn how to teach mathematics to elementary students. At the time, I had no idea how this class would change my outlook.

My professor was excited about teaching and excited about mathematics. In the class, I learned how to use patterns, arrange manipulatives, and apply mathematics language for elementary students. But the most exciting part of the class was when I learned how to add, subtract, multiply, and divide fractions. This was something I never did with proficiency during my primary and secondary learning, and much of my mathematics learning had involved me being anxious if there was any semblance of fractions. Yet there I was with a teacher who created excitement and engagement (not to mention patience and a practical, not-yet attitude), and suddenly, that anxiety was gone.

For the first time in my mathematics career, I did my own homework. It made sense, and I came to appreciate the practicality and usefulness of mathematics. Looking back, it’s easy to say that I simply shouldn’t have skipped mathematics after my sophomore year, and instead should have jumped into that next course with both feet. But without a teacher to patiently push me through productive struggle, using scaffolds appropriate to me and practical, growth-minded language, it’s not a given that anything would have been different for me in the next course. To this day, I can’t help but wonder about my mathematical journey had I received the supports that would’ve enabled me to pursue mathematics.

I share this story because it is an example of a deficit-language model in a school where teachers never considered creating a practical classroom and regarded students’ disciplinary abilities with a fixed mindset. There was no encouragement to unlock students’ potential; rather, just a shove out the mathematics door. Think back to

chapter 4 (page 51) and the importance of clear and vigorous learning intentions and scaffolded success criteria. Embedding productive struggle into your classroom requires identifying specific sources of students’ struggles so they can acquire the curriculum knowledge and skills within each academic discipline.

Not-Yet Language for Learning Success

Consider the harm teachers can inadvertently do when using almost-right and similar deficit-driven language, particularly with regard to assessing students’ disciplinary abilities. Often your students need supports not because they can’t understand your curriculum content but because they currently lack specific foundational skills or perhaps the mindset to get beyond mental setbacks of feeling like they’re “bad” at something. Had my geometry teacher adopted a not-yet approach, he and I would have met once he noticed the disparity between my homework scores and test scores. How could I possibly have earned As on homework and still failed my tests? Simple data observations, such as this, can lay the groundwork for conversations with students that help them create and apply new mindsets about their learning, conversations focused not on the grades but on learning. Such conversations also help students understand the practicality of any content area and how knowledge of curriculum standards can be useful in everyday life far beyond test taking.

As you reflect on the language you use in your classroom, is it almost right, or do you consistently use practical, not-yet language? Is the language you use authentic and relevant, and do you use it in ways students can apply both personally and academically for their own hope, growth, and empowerment? Yes, you want to keep the language you use with students real. Practical language does not ignore struggle or offer meaningless platitudes and encouragement. Practical language also conveys that students must still do the heavy lifting when it comes to struggling productively. When you use growth-minded language focused on process, not necessarily product, you can feel confident you’re using a practical approach. Table 5.1 shows examples of deficit language and not-yet language that focus on creating a practical classroom.

As you reflect on the deficit language, don’t feel embarrassed or ill at ease if you see terms you sometimes or regularly use. I can share this chart with you, in part, because I’ve also used such language with my students. Most teachers do. As I look back on some of the language I’ve used in the past, I realize that much of it centered on blame instead of assistance. I encourage you to reflect on your own language and begin moving toward practical examples of support. Just as you want your students to reflect and grow from productive struggle, recognizing when you use language