Archive for December, 2014

One sure fire way for a teacher to burn out is to spend hours and hours pouring over student papers. Grading has to be one of the biggest culprits of killing teachers. Anyone who has spent much time in the classroom as an instructor has done it, and anyone who has lasted long in the classroom has figured out a means of enduring it. But a teacher does not need to put up with all of this tedious grading for hours on end.

Some seem to think that this is the lot of a teacher. I have worked with many teachers in the past, some having worked for decades, who feel this is just the life a teacher has chosen to lead. Somehow, they have figured out how to manage the hours of work.

I’ll be honest, I am still not now what I consider to be seasoned teacher. I still do not have my first ten years down. However, I do know this; if I had to spend several hours a night grading papers, I would not still be teaching at this point. I probably wouldn’t have made it through the first few years.

The Problem

Being an English teacher, there is plenty of grading to do. Papers are the big time eaters. There is nothing more depressing to a first year teacher than a pile of 100 student essay, all written to the lofty 5 page length requirement, laying on a desk next to an extensive rubric that grades for everything from style and voice down to the last poorly place comma. Of course, reading the papers isn’t all that bad. The hard part is making comments and marking the rubric and then rereading the paper to check for grammar errors. This takes time. I have worked with teachers in the past who take up to a 1/2 hour per paper graded. With a 100 papers, this is some serious time, most of which has to be done outside of normal school hours.

I’ve been there. I’ve done it.

But now I have seen the light (I’m trying to see how many cliche’s I can use!).

Read these next few words knowing that I will explain what I mean in the next few paragraphs. Grading papers, especially student writing, is overrated.

Just ask any student: “How many of the comments did you read that I spent hours writing knowing they were words of great wisdom that would make you a better writer?”

The answer for 99 percent of the students I have worked with is, “None. Well I did look at the grade at the top, but after that, none.” Teachers are killing themselves by hours of grading and commenting when the students are not even paying attention.

The Solution

Don’t grade so much. This means something different for every teacher. This is what it means for me.

When grading anything that resembles a test, I use multiple choice bubble sheets. My school does not have a scanner to grade these, so I have improvised by using the Catpin Bubble Sheet Generator. I just make a bubble sheet for the test. Then for the answer key, I use a hole punch and make a master. I then use this to grade the test. I can do a whole class in less than five minutes. No more looking back and forth at a master test or answer page. Just overlay the master, mark those that are wrong with a marker, and count up how many the students missed.

This,  of course doesn’t help with writing projects. Here is how I handle the grading of papers.

To start, I plan class activities in such a manner that I will have some time to grade papers while students are working independently and quietly in the classroom. My plan, in most cases, is to have the papers graded, within one class period (we are on the block) before the students leave the room.

The biggest change I had to make in my grading style was to get over making comments on the papers. Anymore, I don’t even write a word on most papers I grade. I read the paper one time through and then go to the rubric. On a sticky note, I record the grades according the rubric. I then tuck these grades into a separate pile, mark the paper as graded with a check, and move on to the next paper. Except for the check, there are no other marks on the paper! Remember, the students are not going to read them.

I can feel the cringing and screaming from all you seasoned teachers. Students need feedback! Well, we’re not done with the papers yet. Let me restate that. The students are not done with their papers yet.

Usually, in one of the next few class periods, I give the students back their papers with a rubric. They grade their own papers by analyzing what they have written in comparison to the rubric. I have many different means of doing this. Sometimes, I also give them some exemplar papers to read before they read theirs, so they know what a top notch paper looks like. When they are finished looking over their own paper, I show them the grade that I gave them. They then compare what I observed when I graded their paper to what they found.

The students give themselves their own feedback. I do not have to tell them a thing. This is students being critical of their own work and becoming better writers. In my experience, students like this means of grading. Students often comment that they like getting a paper grade within a week instead of waiting for a month, which is going to be the case if a teacher spends a 1/2 hour on each paper.

Cutting down on grading does not mean that a teacher is slacking off on the job or that a teacher doesn’t care about student learning. It just makes sense. On top of that, it keeps me sane!





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