What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content.I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.īefore we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. What follows is a summary of their responses. To find answers, I went to Twitter and asked teachers to share what works for them. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy? But I wasn’t sure what else to do.įor as long as teachers have assigned tasks in exchange for grades, late work has been a problem.
Gradekeeper temporary shortage full#
With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.Īnd the whole time I thought to myself, This is pointless. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning.Īs they finished each assignment I took it, checked it for accuracy, then entered their scores-taking 50 percent off for being late-into my grading program. Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments.
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