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I do grade on participation, and truthfully, if you tried you tried, it's as simple as that. Some kids try more or try harder, but all I care about is that you try. If learning was food, I'd prefer that you take multiple big bites, so that you can really experience the new thing, but I'd rather you take one tiny bite than no bite.

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1. I would grade participation every day of the week. I would grade it by having polls during classes, just as my professors used to in college. Make polls easy, non-threatening, and a grade booster. That way I can see who is engaged and present.

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1. I teach Kindergarten, so participation is not only graded but a significant portion of what we're addressing. The students aren't getting traditional grades, but pluses or minuses as their progress in several areas are being tracked. Some of these areas are strictly academic, but a number of them involve participation (ex. their ability to follow classroom routines, interact collaboratively with their peers, respond to questioning, etc.)

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I teach in an experiential lab so participation is a big part of their grade. I can only grade them on the work they do in the kitchen. The willingness to try and maybe fail and learn from it is a big part of the process

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1. I do grade participation as I teach language and half my lessons involve speaking.
2. I grade in that if a student refuses to respond or try at all they do not get a passing grade.  If they try to respond even if the answer or the words are wrong they receive a 100%.
3. It is not grading personality it is knowing if your student is willing to even try. I make sure parents and students are aware that this is part of the grade and give alternatives to students who get anxiety talking in front of the class. Those students submit a flip grid of their response (that way I can see if they are saying the words correctly and I give them immediate feedback

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2. If I did grade for participation I would use group work to help. Students will be given points if they completed their assigned task. Grading for group participation can help students pull their own weight in group settings. Participation points can also help students be more prepared for class.

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I do not grade participation, but I would if I could. That may be my bias, but students should be engaged in a class to a point where they can participation. I think grading participation for me was going to be logging when students read or answered questions. Requiring a certain amount to be done each semester. I get that some students do not want to participate for anxiety related reasons, but many students (in my opinion,) seem to take that excuse and use it to get out of doing certain things and being an active part of the lessons. Others who do participate, see students who aren't and then choose not to. I had several students this year tell me they don't give answers in class because it helps the lesser achieving students. If everyone participated and was expected to try to do so at a similar level...I need to learn more to be fluent. But I do not like just looking at faces and being the only voice in the room and that's what it feels like a lot. That's on me to do better. No participation is not personality.

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1) I don't typically grade participation because in math class we already have enough grades, but occasionally I will grade classwork and count it as participation.
2) I would grade participation based off of how motivated and on task the student is during the class period and whether or not they got their classwork activities done.

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In Spanish, participation is very important. That being said, I have gone back and forth on having participation grades, since other theories (like proficiency-based grading) have some very compelling arguments. When I do grade participation, it includes the frequency and quality of a student's response/contribution without grading accuracy, which is a separate grade.

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1. I would grade participation by students providing their best effort on assignments, classwork, and discussions. This would not be graded solely on if a student speaks up and answers questions, however EFFORT. If a student gives their best work, communicates with respect, and shows that they care about relating the content to their personal experiences, they will receive an outstanding score in this category.

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I typically grade participation in Spanish class. I grade participation by their efforts toward the assignment. Students who are engaged and do all their asked to receive the highest marks and the scale goes down in increments. This allows them to be rewarded for just effort without the aspect of their correct work.

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1. I think in my future classroom I will grade participation. I think that students should be rewarded for their effort in class. This will also hopefully encourage students to participate more overall.

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(2) How would you grade participation?

I teach family and consumer science, so I used grade participation in the Kitchen Lab, and Sewing labs and group presentations.  The students are divided into groups and provided a rubric which include working together.

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Participation grades depend on the class. In a STEM class the majority of the grades are project based and involve building of kind. There points available for creativity, innovation, and efficiency, but attempting the build gets a passing participation grade.

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1. In my classroom I have a small portion of my food labs based on participation that grades students on whether or not they completed their assigned job task and worked well with their group members. This only counts for 10 points out of the overall 100 points.

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1. I think I would have a difficult time grading participation without very clearly defined parameters that students were aware of. It would need to be posted somewhere, trained, and reflected on, and then enacted.

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1. As a math teacher, I personally do not think participation should be graded for things such as participating in class, but I do think that sometimes an easy completion grade can go a long way and make students feel some sense of accomplishment, especially students who try really hard yet struggle with math

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1.  I think in certain classes, students should get a score for participating, such as in art, music, PE, or any other related art.  I believe this because if students put forth an effort in these classes and try their best, then they should be "graded" on being a participant in learning.