The Late Work Debate

[Alyssa Bluhm]

First, a bit of context for my current internal struggle: in two weeks, I start my job as a long-term substitute teacher at the high school level. I will be taking over a teacher's courseload for the rest of the school year and am currently grappling with what policies/routines/activities to maintain and what to change. For the students' sake, I think it's important that I keep some consistency with the first 2-3 months of their school year. However, I also think it's important that I operate my classroom in ways that are pedagogically sound. This is my first year teaching, and I know that it will be challenging enough without the added stress of doing things that I don't believe are effective or good practice.

That being said, I am struggling with how to address late work. The classes that I'm taking over already have a "zero late work" policy in place. As a new teacher, I am still developing my beliefs and am definitely open to reconsideration. Currently, however, I find myself in the "accept late work!" camp.

Last year, I heard one of the best arguments in favor of accepting late work and it has really stuck with me. I believe that my priority as an English teacher is to improve the literacy skills of my students. With that in mind, every assignment that I give is purposeful and designed to provide the practice necessary to develop those skills. It is thus my goal for every student to complete every assignment so that he/she can get the necessary practice.

What message do we send our students when we refuse to accept late work? Does the assignment no longer hold value for them as learners if it is not completed within the designated time window? Is their improvement and literacy development not worth the logistical hassle to us as teachers? How can I expect my students to believe that their learning is of the utmost importance to me if I am not willing to recognize each and every academic effort they make?

Simply put, I won't deny my students the opportunity to learn and grow. Plus, I put a heck of a lot of work into designing my assignments. So, not only would I be sending my students the wrong message about their education, but I would also be implying that I value my own work very little.

My belief in accepting late work is actually twofold. The biggest component is what I've explained above. The second concerns the integrity of grades. To what extent do our English grades truly reflect students' abilities to read, write, analyze, etc.? I believe a refusal to accept late work skews grades. Those zeroes in the gradebook are not indicative of a student's literacy skills. Honestly, I wonder how the average English grade would break down into subcategories. What percentage, do you suppose, actually measures non-English-specific skills, like responsibility, time management, etc.?

Yes, I agree these are important skills for students to learn. And yes, I think I should promote them in my classroom. But I am not teaching elementary school. I don't think my sophomores and juniors will have never encountered a lesson in time management and responsibility before. But I am willing to bet that many will have not had the practice in the specific literacy skills that I am providing in my assignments. I really believe that my students will improve more as people by completing my assignments than by learning about "the real world" through my harsh late work policy.

So, I'm curious. How do you handle late work in your classroom? And how do you reconcile your policy with your pedagogical beliefs?

I know I seem pretty convinced of my beliefs. And I may be. But like I said, I am new to this profession. I am all theory and no experience. So I really would love to hear what other people think on the topic.

Also, on a sidenote, this is my first official ning contribution. I've been reading and stealing ideas since spring, though. :) So thank you all for what you've contributed, and I'm hoping to have more to contribute myself now that I'm teaching.

[Amy Cody]

I am using the idea that I got from someone on this Ning- I assign all homework two grades- one grade is for the assignment and a 10 point grade is assigned to timeliness. They lose a point every round I grade (and I am ALWAYS grading, folks....) and if they are forced to stay for in-school study hall or after school ESS they get a 4/10 on timeliness score. This way if they do well on the assignment- they can get full credit- showing its worth, while at the same time promoting timeliness- a factor important on the job of their future- without crucifying their overall average.

It has worked well- less kids are failing as a result- I do WAY less homework than before anyway- and it does take more time to enter this grade in the online gradebook.
Amy- KY