Classroom management - creating a good system for teachers and students
Teaching a writing class, in particular a large one, requires special organisational skills if a teacher is going to have any time to do anything besides correcting homework. The key to managing, correcting, grading and recording a massive volume of homework is to establish easy to follow, albeit firm, rules that students must follow.
This week's article offers some suggestions on homework style sheets and offers ideas for controlling homework administration in class. Next week's article will provide ideas and tips on collecting, correcting and grading homework efficiently and effectively.
Homework style sheet
First, I clearly establish what homework should look like. It must be on A4 paper, double-spaced, neat and legible. I have students who believe that if they hand in illegible work, I will give them the benefit of the doubt and award a higher mark. Wrong. If I cannot read it as with the IELTS (International English Language Testing System), I do not read it. I simply hand it back with the lowest score.
As I need room for writing corrections or making suggestions, students lose a mark if their work is not double-spaced. With 40 or more assignments to read, one single-spaced sheet of paper after another tends to become increasingly difficult to correct, and can subconsciously lower the grades given to the papers that follow.
Second, their full name and roster number must be on all homework. Not just a nickname, they must include their full name and class roster number. If roster numbers are not on my student register, I produce a sheet for students to sign each week for attendance purposes and insist they remember the number next to their name.
I find many rosters have unusual alphabetical orders, and if a number on their homework can save a few minutes looking for a name, it is worth the effort getting students to include it. During the first few weeks, I will write their number on their work if they forget, but in the fourth or fifth week, I start to deduct one mark for any incorrect style or incomplete administrative information provided at the top of their homework.
Homework titles
In most writing classes, I have three types of writing work to collect. First, there is homework assigned at the beginning of the term and handed in on a regular basis for example, a different paragraph due in each class. At the beginning of the term, I give a list of 250 topics and allow them to select the ones they like. (If you would like this list, let me know.) Second, there is homework assigned in a previous class based on what we covered. Third, there is work that students complete during class that I would like to review.
I assign each type of homework a unique number, title and due date. I record these details in my list. For example, a regular assignment due today would be "Regular Paragraph #12: 05 August 2008 My Dreams"; special homework would be "HW #13: 05 August 2008 Frequency Adverbs"; and class work would be "CW #08: 21 July 2008, Clauses". If any details are missing, I take off a grade. Invariably, I only need to penalise a student once before they realise I am serious.
Assigning homework
I only assign and explain homework in class. In the first week, I assign the regular homework assignment. I explain what I expect, how it will look and how I will collect, correct and grade their work. I give students time to discuss the homework and my expectations. If they have questions, I answer them. If they do not have questions, I assume they know what to do.
However, students will come to see me later to ask questions, and, while it is very difficult to refuse, I make a point of not providing any more details or explaining once again what I want them to do. They have an opportunity to ask in class, use it. When I assign homework, listen. If you have questions, ask. If shy, write your questions and give them to me. In short, use your English.
In the next class, I will go over their questions, which often prompt other questions that lead into a discussion of what is expected, thereby reducing the need to explain the same things over and over.
With clear and easy to understand rules in place, and a fair and impartial administration, less time is spent on homework administration. I have more time to review students' homework and to prepare for upcoming classes. More importantly, during class, it allows me more time to work with students.
