Read this first: Logic fails her | oldfangled.
So, below is my massively long response to this question which I believe is at the heart of teaching at the middle school level. Again, I need to apologize to oldfangled for my long response.
Her frustration is with a student who wants extra credit work to make a grade better when she wasn’t doing the work assigned. Serious grrr.
Oi. How frustrating. This behavior makes me wonder what is really going on. I have found a few things that help me find patience in this situation.
1) I believe that for middle school age students doing the work and turning it in are two separate and distinct skill sets. I only know this from personal experience, but since I have started treating doing the work and turning it in as two separate grades, I have seen a significant upswing in students’ ability to manage. So, a student gets a grade for turning it in on time, and they get a grade for the work done. This allows students (particularly the ones who are teetering on the brink) to not be turned off from school completely.
2) I have also instituted separate organization for different types of work. Explicit instruction is not something many students get at home when it comes to organization. Seriously, I have had a drop in lost papers of about 90%. The work being done goes in the orange folder, when the work is done, it goes in the blue folder.
3) Then I started pulling kids out of their lunch, PE, or whatever breaks and recesses they have in order to sit them down to do the work. I checked to see if they came early or stayed late. (Even pulling some kids out of detention, and trust me, they would have rather been in yard crew.) At first this is onerous and a real pain in the butt, but students soon learn that after the first infraction, they will do it under my eye. What I learned is that most students have a real reason for not doing the work. 1) They didn’t understand the instructions (even though I explained it 1 million times.) 2) They have no time after school or home is unsafe or too chaotic to do the work. 3) They don’t have the materials at home and are too embarrassed to ask for help. These are just the most common.
4) I also give as little homework as possible because of the above. Students do not *need* homework. Homework happens because we didn’t finish it in class and/or they need it for the next day’s lesson.
5) Then on the rare occasion when a student really does mess up, I still know what they are mastering from the curriculum. I currently have a student who went and asked the school secretary to edit a paper for him because he knew that I would not let him off the hook. He may be turning it in late, but he will turn it in or spend every lunch with me until the end of the year.
6) And no. I don’t give extra-credit either. Only if a student has proven that they have mastered the content, and that takes up all their time.
Wow. I’m sorry this got so long. But it’s bothered me since I started teaching middle school, and so I’ve spent every year of the past 13 or so experimenting with ways to make sure work gets done *and* turned in. I’m not at 100%, but it’s better.
I think I’m just going to copy and paste this on my blog.
Maybe like the fact that teens need sleep in the morning, I think we will find more answers in brain research than anywhere else. That and the fact that the ages between 11 and 14 do not make up a whole lot of any research on cognitive ability. They either get thrown in with elementary or with high school. Do we really know their age appropriate norms? Are our policies taking them into account? And as any middle school denizen can tell you, this age is a different beast entirely both cognitively and emotionally. Unfortunately, it is also the age when many people decide whether or not they will (or can) succeed academically.
I’ve promised myself yearly that if I am ever in a place where I can research my hypotheses, I will. What I do know is that hard and fast rules that may work for high school or college students seem to do more damage than good when you are dealing with students who are still very young in many ways and may not have the executive functioning of the upper grades.
Are you a middle school teacher? What has worked for you? What hasn’t? I’d really like to learn from you. Yes, you.
* Will someone please tell me where this expression comes from?