Ask any middle or high school teacher what the number-one hassle is when it comes to grading, and inevitably they will end up talking about late work. Even in the post-pandemic classroom, teachers are grappling more than ever with the twin challenges of missing and late assignments. It’s a battle that can feel as endless as grading itself. But what if there were a policy that not only reduced these issues but also eased your workload? Enter this innovative resubmission policy from We Are Teachers beloved TikToker @strategicclassroom!
This teacher’s time-saving hack? A 48-hour grace period that cuts down drastically on missing and late assignments.
Originally, she discusses using this policy for her college and high school students. She crafted it to streamline the extension-request process that was flooding in during the 12- to 48-hour window post-deadline. She decided to create a buffer rather than sifting through individual requests. The result? This 48-hour grace period allows students to submit work without needing an extension and still have their submissions considered on time.
How does this policy work?
- No need to ask for extensions. Students can turn in assignments up to two days after the deadline. This window provides students the flexibility to manage their workload more effectively across all their subjects.
- Option to resubmit for a higher grade. As long as students meet the initial deadline or the extended window, they are eligible to resubmit work for a higher grade.
- No additional work for the teacher! You’ll have way fewer students to hunt down if they already have a grace period.
Why this policy for missing and late assignments makes a difference
The beauty of this approach lies in its simplicity and the autonomy it grants both educators and students. For educators, it means fewer administrative hassles and more time focused on teaching rather than managing deadlines. For students, it provides a realistic buffer to plan and prioritize without penalty, crucial in managing the diverse pressures of academic life.
While this policy works wonders at the college level, it might need tweaking for high school settings depending on district policies. The principle, however, remains powerful: Allow students a window to manage their time effectively, which encourages them to at least turn in something rather than skip the assignment altogether.
Potential challenges and consideration
- Abusing the policy: Setting clear expectations and consequences for repeated misuse of the grace period is essential. Teachers need to ensure that students understand that this policy is not an invitation to procrastinate but a measure designed to help manage unforeseen circumstances.
- Communication needs to be crystal-clear: It’s crucial that students understand this policy isn’t a form of leniency but rather a strategic tool for managing their educational responsibilities more effectively. Educators must clearly communicate the intent behind the grace period and how it should be used appropriately.
- Consider the impact on student learning: Consider if the assignment is crucial for current learning and whether late completion will still benefit the student’s understanding.
- Student circumstances: Acknowledge that external factors can affect a student’s ability to meet deadlines. A flexible policy can accommodate these without compromising academic integrity.
This approach has changed turning in assignments from a point of stress to a manageable part of classroom life. It’s a testament to the idea that sometimes, giving a little can benefit you a lot in student responsibility and engagement. Curious to see how @strategicclassroom explains this policy in her own words? Check out her TikTok here for more insights:
You might be wondering, “If there’s always a 48-hour grace period, won’t students just habitually turn in assignments late?” While it’s a valid concern, many teachers who implement this policy view it as a trust contract with their students. It demonstrates that as a teacher, you are willing to offer grace under any circumstances.
What are your thoughts? We’re eager to hear how you have implemented similar policies in various classrooms. Have you adopted a similar approach? How have you tailored policies for missing and late assignments, and what impact has it had? How would a redo policy function in your classroom setting?
