I have struggled forever with how to deal with late assignments, projects, and homework. I think I started out early in my career with, "If it is late it's a zero." It was the tough love approach. By god I was going to teach them a life lesson and make my job easier. The idea was that the penalty was to serve as a deterrent. Surely, any rational student would see the error of their ways and maybe do it once. That is not what happened. The same late offenders continued to offend. Plus I was deemed unfair because I no longer spent time deciphering the truthfulness in a myriad of excuses. It was a zero. Some of the excuses were actually legitimate, but I didn't care. I then went to a strategy that I used for years and that was a graduated penalty. For every day late I would deduct ten points (90, 80, 70, etc.). That seemed to work better, but I then had an accounting nightmare. (Which kid and which assignment and how many days late was it?) In addition, the same kids offended and became resigned to a bad grade and in some cases gave up on learning. The goodie-two-shoes always complied but not the kids that really needed to.
One day I was having a discussion about late work with another teacher in Alaska and she said that she thought it was unfair to take points off a grade for a behavior. Also the grade should be a measurement of what they know not of their behavior. On elementary report cards we separate the two with content evaluated on one side and behavior on the other. Actually I was traumatized by that behavior side in first grade. Mrs. Sodowski carried me down the hall by my ear for talking in the bathroom, during bathroom break. I can distinctly remember trying to keep my feet on the ground as I struggled to pull up my pants from below my knees, but I digress. I took the teacher's reasoning to heart. I really want the grade to be separate so that it is a clearer measurement of what they know, especially for those kids that always turn it in late if ever. I believe giving the offending kids grade penalties may actually perpetuate the behavior. I think study backs are an excellent consequence to get kids to do the work and keep up. I don't think adding late penalties works and it skews the grade so it is no longer the measurement I want it to be. I guess "teaching them a lesson" (content/product) is more important to me than "teaching them a lesson" (responsibility). At least they should be separate.
The reason I have written this is that the middle school is starting mandatory study backs during lunch for any student with a D or an F in class. A discussion has been started regarding how much credit should be given for work completed at study backs. Some teachers believe the most they should get is 50%. Others believe full credit should be given. Finally, I think this is a very good topic for the staff in general to give their opinions, because I think every teacher has struggled with this issue and every teacher has a different policy. If you're a student it can be confusing. I am positive people will disagree with my stance, but there could be an epiphany out there somewhere. I have posted this to the HPT blog. You can go there and leave a comment of any type. Maybe one like, "Damn you Mike Roberts" or "You're so lovely." Actually, I would prefer possible solutions instead of attacking the messenger. Please, don't send me e-mails about this. The comments on the blog can be read by anyone.
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I like this:) I can see a little kid, trying desperately to pull up his trousers, while his teacher drags him down the hall:) It does seem to make good sense to grade based on the content of the homework and not the behavior...At the same time students do need to be responsible and have respect for their teachers time. We need to find another way to do this:)
ReplyDeleteWell put Mike. It is a multi-facetted issue, that's for sure. Wouldn't it be easier if life was just more "black and white"?!
ReplyDeleteOne teacher I know came up with a brilliant plan...she adjusted her classroom time to allow students to work on homework while she is there to answer questions, reteach, offer support...at the end of the period, students hand in what they have DONE in order for her to evaluate if the concept has been learned. However, she also feels strongly about the need to create the pattern of taking something home, then bringing it back by a deadline...so she has decided to give them short amount of content related work (practice on previously learned skills) - directly related to what they can do successfully - and if they bring it back by the specified date, they get BONUS POINTS. She is hoping that they will create a good habit...I happen to think she is on to something...create the good habit first, then grow from there.
We have a lot of students dealing with a lot of awful things and we have too many students who don't have the support they need at home...all I have to deal with is juggling my kids' and husband's schedules, managing a household, my job, and a bit of volunteer work...and frankly I have forgotten a staff meeting here and there, have forgotten to get reports in by a deadline provided...thank God my full reports have been accepted and I have not had any late fees deducted from my pay.
How can we put more focus on learning and less focus on grades?
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