Not Yet… And That’s Okay

by Peg Grafwallner

Every learning challenge is an empowering opportunity to grow. In Not Yet . . . And That's OK , author Peg Grafwallner shares how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers.
Introduction Part 1: Foundations of the Not-Yet Approach
Chapter 1: The Challenge of Failure
Chapter 2: Grading and the Not-Yet Approach
Chapter 3: Concepts to Support the Not-Yet Approach
Chapter 4: Vigorous Learning Intentions and Scaffolded Success Criteria Part 2: The Not-Yet Classrooms
Chapter 5: The Practical Classroom
Chapter 6: The Transformational Classroom
Chapter 7: The Productive Classroom
Chapter 8: The Supportive Classroom
Chapter 9: The Flexible Classroom
Chapter 10: The Constructive Classroom
Chapter 11: The Connective Classroom
Chapter 12: The Inclusive Classroom Epilogue
References and Resources

Genres: Teaching

248 pages, Paperback

Published July 23, 2021

Reviews

[Danielle · Rating 2 out of 5]

Most of the second half of the book was okay, but nothing really revolutionary. Most of the ideas were pretty standard good teaching practices (inclusivity, teacher relationships, staff collaboration, etc.). That being said, I did find a few activities / ideas I liked and may implement.

The first half of the book, however, left a bad taste in my mouth. The author extensively pushes back against grades, opting instead for a more standards-based approach. I know grades aren’t a perfect system, but I didn’t appreciate the seeming disdain for grading. The author literally compares teachers giving grades to dictators - “much like dictators, we giveth [points], and we taketh away” (p. 22). She makes it sound like grades are completely arbitrary. Again, it’s not a perfect system, and teacher bias can affect grades, but to dismiss all grades because of this (and to discount students’ role in EARNING said grade) is just reductive.

[Reagan Suzanne · Rating 3 out of 5]

This book had some decent ideas, but I didn’t love how it was organized. Part 1 seemed very repetitive and part 2 seemed very disjointed. Most ideas aren’t new for veteran teachers or instructional coaches, but there are ideas worth sharing with others.

The one thing I appreciated were the templates. As an instructional coach, templates are so helpful when coaching teachers on different strategies.

[Katie · Rating 5 out of 5]

This well-organized resource is worth reading!

[Jessica Aitoro · Rating 3 out of 5]

Nothing groundbreaking.