For Middlebury College professor, Greg Pask, a graphic syllabus is a chance to establish the tone he wants for a course. Instead of treating the syllabus as a list of rules, penalties, and a code of conduct, the graphic syllabus communicates a “welcome to learning” invitation. And although a graphic syllabus and ungrading are not corequisites, the “ welcoming vibe of the graphic syllabi pairs well with my gradeless approach.”

Regardless of whether we care about grades, they are still an obstacle we must address. Going gradeless requires that teachers be especially proactive and open in their communication. In addition to adopting instruction and assessment practices that are accessible and equitable, it is equally important we convey these approaches so they are easily understood by all interested parties.

Vanessa is an 8th-grade social studies teacher at Veterans Memorial Middle School in Columbus, Georgia. In 2017, Vanessa was named a Georgia Economics Teacher of the Year. This year, she officially joined our team here at TG2 and is currently one of ten finalists for Georgia Teacher of the Year. She resides in Midland, Georgia, with her husband and three children.

On the first day of class, your introduction to the gradeless classroom doesn’t go as expected. As you field students’ questions and concerns, you feel hurt and frustrated. Going gradeless is supposed to relieve anxiety, not cause it! What’s going on?

We know our students thrive in cultures that welcome, affirm, and challenge them. Lisa Wennerth explains why we need to also model this understanding by creating prosperous professional communities among our colleagues and peers. 

With feedback, students know exactly where they stand and what to do to move forward. That is empowering.