Advocating for Grades Script

Introduction & Hook (5 minutes)

"Good morning/afternoon, everyone! Today we're going to talk about something super important for your academic success and even for life beyond school: Advocating for Your Grades. What does that phrase make you think of? When you hear 'advocating for a grade,' what comes to mind? Shout out some ideas!"

"Excellent ideas! Some of you might be thinking it's about arguing or complaining, but it's really not. Today, we're going to learn that advocating for your grades is about taking ownership of your learning journey and communicating effectively with your teachers. It’s about understanding your performance and actively seeking ways to improve. It’s a powerful skill that can make a huge difference."

(Transition to Slide 1: "Own Your Grades: Your Voice, Your Success!")

"Look at this slide. 'Own Your Grades: Your Voice, Your Success!' That's our goal for today. We want you to feel empowered and equipped to have confident, constructive conversations about your academic progress."

Why Advocate for Your Grades? (Transition to Slide 2 - 5 minutes)

"Before we dive into how to advocate, let's quickly discuss why it matters so much."

(Transition to Slide 2: "Why Advocate for Your Grades?")

"As you can see, there are several key reasons:

• You take ownership of your learning. This isn't just about what happens to you, but what you actively engage in.
• You understand teacher expectations. Sometimes we think we know what's expected, but a quick conversation can clear things up.
• You identify areas for improvement. This is critical for growth!
• You build communication skills for life. Trust me, these skills will serve you well in college, jobs, and all your relationships.
• It boosts your confidence! Being able to articulate your thoughts and needs is a huge confidence booster."

"Any thoughts or questions about these points? Has anyone had an experience where they wished they had better communication skills about their schoolwork?"

Understanding the Process: Steps to Success (Transition to Slide 3 - 10 minutes)

"Now, let's break down the process into actionable steps. These steps will help you approach any grade-related conversation with confidence and a clear plan."

(Transition to Slide 3: "Step 1: Gather Information")

"Step 1 is to Gather Information. This is the foundational step. Before you even think about talking to a teacher, you need to be informed. What do you think you should do to gather information about a grade or assignment?"

"Great suggestions! The slide reminds us:

• Check your student portal. This is your first stop! Look at your current grades, missing assignments, and any comments.
• Review the assignment prompt, rubric, and your submitted work. Did you follow all the instructions? Did you meet the rubric criteria?
• Look for specific feedback from your teacher. Teachers often leave comments in grading platforms or on physical papers. What exactly did they say?
• Think about your own performance. What did you do well on this assignment? What do you think could be improved? Self-reflection is powerful."

"Why is it so important to do all this before you talk to your teacher?"

"Exactly! It shows respect for their time and shows you're serious about your learning."

(Transition to Slide 4: "Step 2: Plan Your Approach")

"Once you have all your information, Step 2 is to Plan Your Approach. This is where you decide what you want to achieve and how you'll present it. What kind of things should you think about when planning what to say?"

"Fantastic ideas!

• What is your goal for the conversation? Do you want to understand why you got a certain grade? Do you want to ask if you can redo part of an assignment? Be clear about your objective.
• What specific points do you want to discuss? Don't just say 'My grade is bad.' Point to specific rubric criteria, specific questions, or specific feedback.
• Prepare questions. This is key! Instead of accusations, ask questions like, 'Could you explain X part of the rubric?' or 'What steps can I take to improve Y on my next assignment?'
• Choose a good time to talk. Don't ambush your teacher right as the bell rings or during class instruction. A quick check after class, during office hours, or even an email to schedule a meeting are all great options."

"Why is it important to choose the right time and have specific questions ready?"

"Yes, it makes the conversation productive and respectful of everyone's time."

(Transition to Slide 5: "Step 3: Communicate Respectfully")

"Now for Step 3: Communicate Respectfully. You've done your homework, you've planned your conversation. Now it's time to talk. How do you ensure the conversation is respectful and productive?"

"Those are all excellent points!

• Start by asking if it's a good time to talk. A simple, 'Do you have a moment to discuss my grade on the [Assignment Name]?' goes a long way.
• Be polite and calm. Your tone and body language speak volumes. Stay calm, even if you're feeling frustrated.
• Clearly state your purpose. For example, 'I've reviewed my grade on the essay, and I have a few questions about the feedback on the introduction.'
• Listen actively to your teacher’s feedback and explanations. This is a dialogue, not a monologue. Let them explain their perspective fully.
• Avoid blame or making excuses. Focus on understanding and solutions, not who is at fault. Phrases like 'I understand why I struggled with...' or 'I realize I didn't fully address...' are much more effective than 'You didn't explain this well enough.'"

"Why is active listening so crucial in these conversations?"

"Exactly, it shows you're genuinely interested in learning and not just trying to change a number."

Practice Makes Perfect (Worksheet - 10 minutes)

"Okay, you now have the three key steps. To help you put this into practice, I'm going to hand out the Worksheet: My Grade Advocacy Plan. This worksheet will walk you through a scenario or help you think about a real grade you might want to discuss. Work individually or with a partner to complete it. I'll be walking around to help out."

(Distribute worksheet. Circulate and assist students.)

"Alright, let's bring it back together. Would anyone like to share a brief part of their plan, or maybe even role-play a quick sentence or two of how they might start a conversation with a teacher?"

"Thank you for sharing! See how practicing can make it feel less intimidating?"

Wrap-Up & Reflection (Cool Down - 5 minutes)

"To wrap up, remember that advocating for your grades is a skill that empowers YOU."

(Transition to Slide 6: "You've Got This!")

"It helps you learn more effectively, build stronger relationships with your teachers, and ultimately, take control of your academic journey. This isn't just about changing a grade; it's about learning, growing, and becoming a more confident student and person."

"Let's do a quick Cool Down: One Big Takeaway. On a slip of paper or in your journal, write down one big takeaway you have from today's lesson about advocating for your grades. What's one thing you'll remember or try to apply?"

"Thank you, everyone! I encourage you to start practicing these steps today. You've got this!"

My Grade Advocacy Plan

Name: _____________________________
Date: _____________________________

This worksheet will help you prepare to talk to your teacher about a grade in a constructive and effective way. Remember, the goal is to understand and improve, not just to change a grade!

Part 1: Identify the Grade/Assignment

1. Which subject and specific assignment/assessment are you focusing on?
   
   
   
   
   
   
   

2. What is the current grade you received?
   
   
   
   

Part 2: Gather Information (Reviewing Your Work)

Before you talk to your teacher, you need to be prepared. This shows respect for their time and your commitment to learning.

3. Check Your Student Portal/Gradebook: What information did you find about this grade (e.g., specific comments, missing parts, scores on different sections)?
   
   
   
   
   
   
   
   
   
   
   
   

4. Review the Assignment Prompt & Rubric: Did you meet all the requirements? How does your work align with the rubric criteria? Note any specific areas you think you misunderstood or could have improved based on the rubric.
   
   
   
   
   
   
   
   
   
   
   
   
   

5. Look for Teacher Feedback: What specific comments or corrections did your teacher provide on your work?
   
   
   
   
   
   
   
   
   
   
   
   

6. Self-Reflection: Based on your review, what do you think you did well on this assignment? What do you think were your biggest challenges or areas where you could improve?

   • I did well on:
     
     
     
     
   • I need to improve on:
     
     
     
     

Part 3: Plan Your Approach (Preparing for the Conversation)

Now that you have all the information, it's time to plan what you want to say.

7. What is your main goal for this conversation? (e.g., to understand why I got this grade, to ask for an opportunity to revise, to clarify specific feedback)
   
   
   
   
   
   
   

8. What are 2-3 specific points or questions you want to discuss with your teacher? Be specific and constructive. (Avoid general statements like "My grade is unfair.")

   • Specific Point/Question 1:
     
     
     
     
   • Specific Point/Question 2:
     
     
     
     
   • Specific Point/Question 3 (Optional):
     
     
     
     

9. When and where will you try to talk to your teacher? (e.g., after class, during office hours, send an email to schedule a meeting)
   
   
   
   

Part 4: Practice Your Opening Statement

Practice how you will start the conversation. Remember to be polite and respectful.

10. Write out your opening statement:
    "Excuse me, [Teacher's Name]. Do you have a moment to talk about my grade on the [Assignment Name]? I've reviewed the feedback and I have a few questions/points I'd like to discuss."

    (Adjust as needed based on your goal and teacher's preference)
    
    
    
    
    
    
    
    
    
    
    
    

Keep in Mind:

• Be calm and polite.
• Listen actively to your teacher's explanation.
• Focus on learning and solutions, not just changing a grade.

One Big Takeaway

Name: _____________________________

Directions: On this slip of paper, please write down one big takeaway you have from today's lesson about advocating for your grades. What's one thing you learned, or one strategy you will try to apply in the future?