By on January 22, 2016 8:09 PM
It's a story that every teacher has heard--and if they've been in the classroom for a couple of years, recognizes from personal experience:
The teacher is relatively new, and working hard to build an effective practice (in this case, a band program). She goes away for three days, to a conference, leaving behind sub plans which involve sending students to the computer lab to craft a PowerPoint on composers. Only five of her 67 students submit any work. Her question to the Band Directors Group professional network: How do I not freak out on Monday? How do I handle this?
The post hit a nerve--she has about 50 responses so far. What's surprising to me is how many are bent on blame and punishment: What an incompetent sub! Give 'em all zeros! Candy and a free day for the five compliant ones! Make sure your administrator backs you up, then nuke 'em--that's how they learn.
Just what they learn from these retaliatory strategies--or the impact on a young teacher trying to nurture enthusiasm and membership in a school music program--seems unimportant. Kids blew off an assignment--make sure their grades reflect that choice. (The words "choice" and "choose" appear frequently in the comments.) Get tough. They deserve it.
I once wrote a blog about a similar experience I had as a teacher. I assigned a big project, giving my students six weeks to complete it, and a lot of what teachers call scaffolding: things to read, ideas to help them select and shape their work, graphic organizers and outlines, the option of working singly or together. I had more than 300 students at the time, and over 90% turned the project in on time.
When the work was turned in, I realized it would take me weeks to read/listen to the projects, provide feedback and grade them. I offered the 25 or so students who hadn't completed the project a grace period of a week to turn something in--since I wanted to make sure they engaged with the assignment's materials and ideas. All but one or two of the original non-completers finished the work--and what was submitted was mostly of acceptable quality. A handful were top-notch. I also got a couple of thank-you messages from parents.
When the work was turned in, I realized it would take me weeks to read/listen to the projects, provide feedback and grade them. I offered the 25 or so students who hadn't completed the project a grace period of a week to turn something in--since I wanted to make sure they engaged with the assignment's materials and ideas. All but one or two of the original non-completers finished the work--and what was submitted was mostly of acceptable quality. A handful were top-notch. I also got a couple of thank-you messages from parents.
That blog also drew a lot of ire. From teachers. The word most teachers chose was "unfair"---unfair to the kids who did the work on time. Unfair to let students think they would get a reprieve in the (here it comes) real world. Unfair to other teachers, who insist on meeting deadlines and punish kids who don't.
I've been musing about this. These are the questions that emerge for me:
- What were the teacher's learning goals for this assignment? Were they communicated to the students? If the goal was "keep kids busy and out of the band room for three days," then the outcome was predictable, even if not defensible.
- How do our students--all our students, from kindergarten to Chemistry--perceive classes taught by substitutes? What do teachers say to their students about subs and days when they must be absent? What do teachers say to their students about what can be accomplished with three days in a computer lab?
- What does it tell our students when compliance matters more than acquiring knowledge or skills? When getting a good grade becomes the only goal?
- How "unfair" is it to students who must work or mind siblings, that other students have long blocks of discretionary time available for schoolwork? Can we ever provide equitable opportunity for all students, equitable access to time and materials for optimum learning?
The two mega-issues that emerge whenever teachers talk about missing assignments and justifying their actions toward late work are grades--always grades--and the idea that we owe kids "real" experiences to prepare them for the big, bad world where they will be presumably be working in a few years. Paul Thomas, in an excellent piece on grading and late work has this to say:
In my 30-plus years as an educator at nearly every level possible, I witness daily teachers and professors who fail to meet deadlines (regularly); talk, do other things (grade papers), stare at their computers/smart phones, etc., during meetings; and behave in a number of ways that they do not tolerate by students in their classes, behaviors that negatively impact students' grades.I also drive daily with adult motorists who exceed the speed limit without any punishment--as most of us have come to realize a grace zone of staying less than ten mph over that limit. In other words, the real world of rules is much fuzzier than the rules of formal schooling.
My fellow Education Week Teacher blogger Starr Sackstein has been pushing educator thinking on grades for years. She also had a brilliant blog on late work last week, where she wrote this:
As I have moved away from grades, one things I've noticed is that learning takes time and for different children, it takes different amounts of time. Doesn't mean they aren't learning. Doesn't even mean they are purposely not working. It just means they have a different process. Students like this require more time and there is no reason not to give it to them. The goal is by the end of the year that he will have achieved mastery in the skills and standards of the class. Not necessarily right now when the teacher determines it should be ready.
In the case of the young music teacher and the chorus of "Off with their heads!" that followed her post--a lot the recommendations felt like habitual, unexamined teacher practice: I always give half-credit for one day late OR I wouldn't waste important class time talking about it--just tell them to check the on-line gradebook.
The only upside I see is that the novice teacher who asked for help got it--and there was enough variety in the responses to prove that there is no one right way to address common problems. I wish her well. And I'm guessing she won't use the assignment again.
As a recent high school student who has begun a teacher preparation program in college, I have two different perspectives on the topic of late or missing homework. One side of me is with the students while the other is with the teachers. I do agree that it is not fair to allow students to hand in work late without any punishment because it teaches students that deadlines are not important and it’s unfortunate for the kids who completed their work on time. On the other hand, all students are faced with different challenges and may not have the chance to complete work in time. In this situation, I would hope students would feel comfortable coming to me and explaining their case. I would have no problem granting a student an extension for extenuating circumstances. Now from the student perspective, I had plenty of teachers who would take their time grading homework, quizzes, or projects; sometimes handing them back weeks after they were turned in. I do understand the workload teachers have but it is also important for educators to consider the workload of their students. Students made time to complete their assignments on time so teachers should respect that and try to get them back their grades in a timely manner. I found this topic both incredibly interesting and thought provoking. It was most interesting comparing it from both perspectives: teacher and student.
ReplyDeleteI definitely agree with your idea about how it in unfair to students who put in the time and effort and turn their work in on time, if students who turn their work in late are no penalized. One method that I believe works well especially for big projects is giving students either a week or a span of about three days over which they can turn their work in. If students turn their work in sooner, they should be rewarded with a small token such as a couple of bous points. If you make it clear when the project is assigned that students who turn their work in on day 1 will receive 2 bonus points, day 2 students will receive 1, and day 3 students will receive none but will also not be penalized in any way, this may motivate students to work hard and turn their work in early. This would also allow you as the teacher to stagger your grading, making it a lot easier on yourself. I also agree with you in that if a teacher is going to be strict when it comes to due dates, he or she should respect that standard and hold him or herself to that same standard by ensuring that assignments are corrected and passed back within a timely fashion.
DeleteJK,
DeleteI love the idea of having a deadline span over a few days or class meetings. I never considered that before and think it is a technique that would be successful! I also like the idea of offering bonus points if students complete their work earlier because it motivates them to get their work done, but does not penalize anyone in the process. I see this as a policy I might implement in my future classroom!
As far as grading and late assignments, there does need to be a set of rules in place. Every teacher differs in the way they deal with late assignments, but there has to be some sort of consistency in grading throughout the school year. In the article, the teacher gave students who did not turn in the project an extra week to do so without penalty. In my opinion, that does not teach the student. Students need to know that when they receive a deadline, that is the deadline and anything turned in after will result with a penalty. It is definitely not fair to the students who worked hard and turned their projects in on time. Teachers should have their rules in place at the beginning of the year and notify students at that time so they know what to expect. In order for students to respect their teachers’ rules, they need to see that their teacher is meeting deadlines and following the rules too. As far as leaving plans for substitutes, this band teacher knew that she was going to be out and should have explained the project to the students before she left. The students would have respected her more, understood the project and grading process for it, and would have been more likely to turn in the project.
ReplyDeleteThroughout educational career, nearly every teacher I have had grades assignments based on two main criteria: the quality of work, and whether it’s handed in on time. You address the fact that it isn’t “fair” for teachers to give certain students more time to complete an assignment. Your argument is that securing equality is impossible. Some students have to care for younger siblings. Some students have no other responsibilities than to do homework. A student who has to look after little siblings will not have as much opportunity to do their schoolwork as their classmates who have fewer responsibilities. This fact is unfortunate but irrevocable. If you are to allow some students to forgo one of the major criteria of punctuality, you ought to allow every student to forgo one of the major criteria. If those who perform thorough research and exceptional work yet ignore the due date of an assignment receive a good grade, so should those who meet the due date requirement of the assignment yet perform sub par work. The best option is to pursue equality in the expectations of students. Good work, handed in on time. If it is important enough to them, students will find time to complete an assignment, regardless of whatever else is going on in their lives. Consider that it is possible that some of the students who are so overwhelmed with responsibilities may still be handing in the assignment on time, compromising quality for punctuality. They may have less time to dedicate to their project and rush it so that they can still hand it in on time. The result of their efforts? A lower grade. A teacher who doesn’t know what is going on in that particular child’s life and just sees that their work looks rushed and sloppy will give that student a “C.” Yet a student in the same situation who doesn’t hand anything in will end up with an extension and ultimately a better grade just because they were more willing to share personal information about their life at home that the other student would rather keep private? This kindhearted effort to level the playing field really does nothing more than deal two band hands to the overwhelmed stoic while teaching the overwhelmed oversharer that this is how things will work; authority figures throughout their lives will just cut them a break.
ReplyDeleteThe fact of the matter is that they will not. Being allowed to drive at ten miles an hour over the speed limit is nothing like an extension on a project which a student has not bothered to complete on time. The example you give is more like allowing elementary school students to pack up to leave school ten minutes before the final bell rings. Just like driving ten miles an hour over the speed limit might get the party in question home a little bit faster, it, like packing up early to get home a little bit faster, is not the rule. Yet in both cases, the authority figure – either the teacher or a police officer – looks the other way because there is this grace period of which you speak. It really does exist in school and life. But turning in schoolwork late is a more serious offense which falls – or should fall – outside of the grace zone. In school, students are there to learn and complete schoolwork. Allowing students to turn in schoolwork late is on the same level as allowing them to wander in to class an hour late every day. If they’re not taking their learning experience seriously, either through neglecting to complete assignments on time or neglecting to show up to class on time, they should be penalized. In the real world, this type of behavior is punished. Paying bills is the adult equivalent of completing a school assignment. If you don’t do it on time, or you don’t do it fully, you receive a lower credit score. Just as showing up to work an hour late every day will get you fired and showing up to class an hour late every day will get you detention, failure to complete paperwork on time in the real world results in punishment, as it should in school.
The concept of late work and missing work is one that is going to be a constant battle as a teacher. Something that I have found through observations and personal experiences when it comes to late or missing work is that the stricter the deadline is, and more unwilling the teacher is to be lenient when life gets in the way, the less likely a student will try and complete work after the deadline. I am a firm believer that I would rather have the students turn in their work late then not at all. As educators we have to be aware that students have lives outside of school, which we may not have any idea of what is happening in it. We experience this every day when trying to balance class work and our personal lives. When my professors and old teachers were understanding for me, it made me so thankful and made sure that the work got done. Obviously that is not necessarily going to be how every student reacts, but as proved in the article, most students will. Only a few students failed to turn in the assignment with the extra time given. I understand the mentality of trying to prepare our students for the real world, but we have to be understanding when things come up.
ReplyDelete