Zodea,
I can think of a couple of ways to deal with #1:
*Tell them that you are going to just check off some items
for completion, and go over others more closely for a grade.
If you think it would be to their advantage to lighten up a
tad, and get more in touch with the 'learning for learning's
sake' concept, then DO tell them which is which. That way,
they might let go of some of those over-achieving
tendencies... (:-).
*Tell them they can put SOME things in their folder (for you
to glance at later), or even (gasp!) throw them away without
your even checking for completion. If you think your group
would blow off all of these assignments, then I would
suggest not telling them ahead of time that you're not going
to check. Once they get the hang of 'the joy of learning,'
perhaps they'll be able to hear that and still do the work.
*Give them the chance to practice the stance you'd like them
to have -- tell them that you're going to give them some
assignments that are 'only for them,' and you trust that
they don't need the potential reward of a grade or a 'check'
in order to embrace them. Then challenge them to take
responsibility, even if it means that THEY are the only ones
that see the work. Option B: Do all of this, but structure
the assignment so that their individual work is necessary
for successful groupwork.
And for #2:
*If helping them learn to be responsible is the primary
lesson, make sure you have given them oral and written
notice, AND posted the assignment/s due on the board, but
then tell them "Sorry, it was posted and stated clearly.
Make sure you check your assignment page nightly, and I'll
look forward to your next assignment!" (And you could do
this with ALL assignments, should you choose to. Or...)
*You could tell them that you'll occasionally accept some
work if it's late (no penalty), but you're not going to tell
them in advance whether a certain assignment will have to be
handed in when due, and which one can have an extended due
date. I'm a big fan of this concept -- for assignments in
which the actual content/process is what's MOST important
(and not learning to be responsible or organized), a lack of
extrinsic consequence will always yield better results. And
the consequence will be there for the kids -- increased
nightly workload and the stress of juggling more assignments
than they would've had to otherwise. In addition, if they
are not paying attention to you because they are
socializing, that's really YOUR issue, so...
*If they are talking when you are talking (and hence not
hearing about the assignment, the due dates, or the fact
that it's supposed to be handed in NOW), then it would be
most helpful for you to INSIST that they support you, and DO
NOT TALK when they are talking. If you happen to fudge on
that pledge -- starting to talk over them but then noticing
what you're doing -- just stop, insist that they give you
their full attention, and start over.
*In addition, it's often helpful to have them repeat the
assignment to each other after you've stated it. Then, after
they've shared, ask if anyone has any questions. (I was
often surprised at how many questions this spawned!)
All my best,
Tom
(aka HDGuy)
On 4/09/08, zodea wrote:
> I have two problems showing up with homework.
>
> 1. Students want to hand in anything they touch.
>
> I just don't have time to grade EVERYTHING. How can you
> get students to do something because it is good practice,
> not because you are going to grade it?
>
> 2. Students claim they "didn't know" we handed something
> in, even though I asked three different times during the
> class. How do you manage that? I'm sure they are just
> too busy socializing at the time we hand it in to be aware.
>
> zodea
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