Tips Archive » Getting Organized » Organizing Learning

• Lesson Plans (7 tips)
• Student Organization (10 tips)
• Absences and Make Up Work (19 tips)
• Grading Students (11 tips)
• Answer Keys (2 tips)
• Keeping Students Busy (3 tips)
• Class Participation (14 tips)
• Rewards (6 tips)

Lesson Plans

Lesson Plan Folder

From P. Morse-McNeeley, a secondary special education teacher:

"I keep a folder with all my lesson plans on my desk. At the end of the semester, I put them in my files. My plans act as both lessons and assignment sheets. They contain supplies needed, goal for the week, daily assignments and due dates. I suggest that the students keep their assignment sheets in their binders until the end of the grading period. Thus, even when absent, the students know what's happening in the classroom and can make up accordingly."

Lesson Objectives

From Susan Dolloff, a sixth grade science teacher at Mountain Valley Middle School in Mexico, Maine:

"I give my students a copy of the objective for each lesson. My objectives are written in the format: 'By the time you finish class today you will be able to.' Each objective is followed by one or two supporting facts that will be covered in the lesson. When it comes time to study for the tests, students use these sheets as review tools. They can often write their own review test questions because they know what is considered the important part of each lesson."

Copies of Lesson Plans

From Carol Parks, a high school Biology teacher in Noble, Oklahoma:

"Every Friday, we are required to submit the following week's lesson plans to the office. I make an extra copy for myself so that I can make notes or adjustments for the next time I teach that particular lesson. This helps me remember which labs and lessons worked and those that did not. Then next year, I can go back and adjust each lesson according to my notes."

Outlining Art Assignments

From Deborah Suba, an art teacher at Perry Elementary School in Perry, Ohio:

"At the beginning of each week, or new lesson, I divide my eraser board into six sections. I designate one section for each grade that I teach. I head each section by grade and the title of that week's project. Under the heading, I tape a sample of the project and list any art terms that will be used. I also list the materials needed and the steps the students must follow in order to complete the project. This saves me time from answering the question, 'What are we doing today' again and again. It gives the students a nice visual of what they will be doing for the week. My substitutes are also helped because everything is already outlined for them. All they have to do is follow the steps."

Organizing Lesson Plans

From Brenda Hutchinson, a retired second grade teacher from Oscar Adams Elementary in Gadsden, Alabama:

"When making my lesson plans for the following week, I would have all the necessary weekly papers at hand. For example, I would lay out the curriculum alignment book, the conduct slips, the register, etc. and do this all on the floor in an assembly line process. I would get all my tasks done in one assembly line procedure."

Color Coding Lesson Plans

From Kay Heppinstill, a sixth grade language arts and social studies teacher at Woodrow Wilson Elementary in Neptune City, New Jersey:

"I have found it helpful to color code my lesson plans which I prepare a week in advance. I use a yellow marker to highlight the unit, chapter and lesson headings as well as objectives and the core curriculum standards being emphasized that week. The lessons themselves are not color-coded, but as I complete each one I use an orange marker to show what has been completed. It keeps me on track and a substitute can see just where to begin a day's work."

Sharing Lesson Plans with Students

From John C. Brovarone, a science teacher at Ravenna High School in Ravenna, Ohio:

"I recently started letting my high school science classes know what we would be doing each day of the present week. I type up a Monday through Friday list and briefly include what's on tap for each day. Experiments, quizzes, test, when homework is due are the kinds of things I include. This way they know what to expect and are more readily prepared for each day's activities. Several of my students have already told me it help them to see the 'big picture.' I post it on Monday morning now and hope to start posting it on the Friday before if I ever get caught up!"

Student Organization

Assigned Weekly Monitors

From Marcia Epstein, a sixth grade reading teacher at Glencrest Middle School in Fort Worth, Texas:

"I find that having assigned weekly monitors cuts down on the kids begging to be a helper. Every week I choose a clerk, a librarian, a folder monitor and a custodian. The clerk passes out papers, the librarian calls the children by row to put away their novel, the folder monitor passes out and collects folders and the custodian checks for lost items and gets the kids to pick up their trash. If someone is absent, the substitute is always the person who had that job the previous week. This cuts down on the 'pick me' clamoring. I keep a spreadsheet check list and no one can have a second monitor job until everyone has had a turn."

Writing Assignment Chart

From Richard Police, a third grade teacher at Perry Elementary in Perry, Ohio:

"My students write daily and use Word '97 to publish their stories. To help me to keep track of who has a story to publish, I use a large chart called 'Papers to Publish'. I list the students' names on the chart and put a post-it note with the title of their story next to the student who is ready to publish. Students do not take down their post-it note until they have turned in their published work. This chart lets you see in a glance where your students are and what they need to complete."

Getting Everyone Organized

From K. Sinclair Whitaker, a science, English and special education teacher at Madison High School in Madison Heights, Michigan:

"During my first years of teaching I noticed that my students needed improvement in organization. Another problem was my own lack of organizational skills. It was impossible to determine whether a student had turned in an assignment which I did not receive or whether the student was taking advantage of my obvious weakness. To alleviate these problems, I now do the following:

• write what we are doing that day and what is due on the board in my room, and also remind them about upcoming events and quizzes;
• pass out to each student a biweekly outline which includes exactly what we will be doing in class;
• give students a 'turn in papers' pocket folder. The folders are color-coded for each class. In the left pocket goes the current biweekly outline and in the right goes any assignments due that day. Students keep track of exactly what is due by referring to the outline which is always in their folder. Students remove all graded papers daily from the 'turn in papers' folder and replace them with those that are due that day.

Since I have instituted this procedure, I have yet to lose a paper. Many students have commented about how helpful the outline is and several of my colleagues have adopted it. This has made my job teaching much more organized!"

Homework in Advance

From Jane McClellan, an eleventh and twelfth grade American history and economics teacher at Oak Ridge High School in Orlando, Florida:

"A few years ago, one of my seniors said that she really didn't mind doing my homework but on some days it was hard because she was scheduled to work right after school. She wondered if there was some way she could know ahead of time when assignments would be due and then she plan her non-work time better. Although it was a little more work for me, I started putting on the board all the work the students would be required to do outside of class. I post the assignments for the next chapter when the students are taking the test for the previous chapter. I do not accept late work (except for absences) and believe it or not the students usually come in with their homework. It has eliminated all those irritating questions like 'Do we have anything due today?' With kids so busy with work and after school activities they are learning to plan their time better, and I am better organized."

Enlisting Students' Help

From Beth W. Graham, a teacher of special education at Larned High School in Larned, Kansas:

"I teach more than one content area daily with classes of 2-14 students. To help with organizational skills (mine & the students), I type the class roster, print several copies, cut them into small rectangles, and place them in envelopes marked with the hour and class. The first student to finish the assignment gets a roster from the appropriate envelope, writes the date and assignment at the top, paper clips it to their paper and crosses off their name. The second student adds their paper to the clip and crosses off their name, and so on. I keep a small basket beside the 'in basket' that contains the envelopes and 3 sizes of clips. The first student has to determine whether all the completed work will fit with a small clip or if it will need a bigger butterfly clip. This makes it easy for me to see at a glance whose paper is in and gathers all the papers from one class together. In addition, my students now check when they come into class to remind themselves as to whether or not they have finished an assignment. If all the students have not finished the assignment, I lay the clipped papers beside the 'in basket' at the beginning of the class. This saves the papers from the other classes from becoming dislodged or mixed up."

Assignment Books

From Carol Frey, a fifth and sixth grade LD teacher at McArthur Elementary School in Vinton County, Ohio:

" I use assignment books not only to remind students of their homework and test dates, but also to help parents keep abreast of what is going on in their child's classroom. Each student receives a new shiny printed assignment book on the first day of school and by the end of the year it has become a journal of classes. Not only assignments are noted by the student (in pencil), but I include a brief note about what the child did in that subject for each day (written in ink). At the beginning of the year I note everything on the board which each student copies, but after a few months, the kids get together themselves for a few minutes each day, compare notes and write any missing info which may be anything from 'bring a shoe box tomorrow for social studies' to 'sub in math.' Of course, there is also room for me to write comments (often positive) to parents."

Right Side of Paper

From anonymous:

"To help students learn which side of the paper to use, I stick white (loose leaf notebook) reinforcement stickers on student desks. Then, if holes in student papers match up with the stickers they know they are using the right side. When students are learning to print, I make a couple of holes in the primary paper. In second or third grade, when students are learning cursive this works, too."

Post-it Flags

From Linda M. Koester, a seventh and eighth grade special education teacher of English, math, study skills, and general education at North Posey Junior High School in Poseyville, Indiana:

"I found the Post-It Brand Tape Flags an excellent and inexpensive way to have students reach information in their textbooks quickly and easily with minimum difficulty. The flags can be moved daily as they progress in their textbooks and do not damage the print of the book. Students can use one flag for nearly the entire year and with the cost of $1.37, it doesn't break the bank. The students enjoy moving the flags and also feel privileged to have their books marked like their teacher's. You can also write in pen or pencil on the flag to specifically identify the section of the book, like the index, answers, glossary, etc. I also find them handy in my grade book, eliminating those troublesome paper clips I used to use to mark each different class that I teach."

Color Coding Journals

From Linda Barry, a fourth and firth grade teacher at Bel Air Elementary in Bel Air, Maryland:

"At the beginning of the school year I color code my students' journals by putting a red, yellow, green, blue or purple sticker on the front of each journal. Then every Monday for the rest of the school year, the students with the red stickers turn in their journals. I take these few journals home and respond personally to them. Each day, I collect one color journals. I deliberately use colors in the order of the rainbow -- red, yellow, green, blue, purple -- so I never forget which color to collect which day. This makes responding to journals much easier than collecting them all at once. I see every student's journal each week and keep up with responses. If my students are absent or if they have something special they need me to see in their journals, they can turn them in on a day that is not their regular day. After a while, students are so familiar with the color coding that they turn in their journals without my reminding them."

Returning Library Books

From Beth Punte, a media coordinator at Margaret Hearne Elementary School in Wilson, North Carolina:

"To help my kindergarten and first grade students remember to bring back their library books, when they forget them on 'library day,' I have made stickers with a design program (Print Shop Ensemble III or Avery Kids). I use regular mailing labels that say 'MOM, please help me find my library book and get it back to school.' Also a cutesy color picture is on the sticker. Yes, the children love to remove those stickers, but fortunately I have my K-1 classes near the end of the day. So far, the success rate of books returned the next day is about 40%.

Math and Management

From Mary Fischer, a resource teacher at Auten Road Intermediate School in Hillsborough, New Jersey:

"I use a checkbook system for my classroom management. It ultimately serves more than one purpose. We review basic addition and subtraction without tedious worksheets; it keeps the practice ongoing, it teaches some real world skills, and encourages responsibility.

"Students get their own check registers and are awarded points daily (usually 5). Points are given for: coming to class prepared with materials, having completed homework, keeping a positive attitude and attempting work. If points are lost, it is recorded in the comments line. For ex: -1 HW for incomplete homework. Once every two weeks, students may go to my 'store' to purchase pencils, erasers, homework passes, extra computer time or lunch with the teacher by writing a check to me. At that point, registers may also be sent home for parents to see the record of student performance!"

Absences and Make Up Work

Make-Up Work Notebook

From Lois Finney, a middle school science teacher in Tennessee:

"Here's a great way to recycle and put responsibility on the students for making up absent work. I highlight the names of my students on the daily absentee sheet we receive in the morning. In the blank area at the top, I list what we did that day (it matches what I put up for students to copy into their agendas), and if there are any worksheets for the day, the lab partner puts the absent student's name on the top and places it behind the sheet. The sheets are placed in a notebook. Each new day's sheet goes on top, so the current date is what they open the notebook and see. Students know they are responsible for checking this notebook at the front of the room and turning the make-up work in within the allowed time. If any students ask me what they need to make up, I just tell them to check the notebook. It's amazing how many times they think they turned in work, to end up finding their name on a sheet in the make-up work notebook!"

Extra Copy Box

From a middle school reading teacher:

"I frequently have students absent, leaving my room for music lessons, calls to the office, nurse, etc. I have a box in my room labeled extra copies. After I pass out worksheets, I put 10 extra copies in the box for students to use. When a student comes back to my room and notices we are working on a sheet he/she doesn't have, they know to go to the extra copy box and get the sheet. I post all assignments on my backboard so they could check to see what they missed and do not have. I leave the assignments up for two weeks. This has eliminated them interrupting class to ask for a worksheet and makes them responsible for catching up on work they missed. Frequently students may ask to recopy a worksheet because it is sloppy and they want to do it over, I just tell them to go to the box and get another copy. This also instills pride in their work."

Assignments at a Glance

From Lisa Wood, a seventh grade math teacher at Gaudet Middle School in Middletown, Rhode Island:

"With so many different classes each day, it's difficult for me to keep students up to date on their missed work. I have a spreadsheet for each class that I magnetically post on the closet door. The sheets contain the date, a description of what was covered in class and the homework assignment. I put a reminder for longer-term assignments at the bottom of the page. A student from each class is in charge of filling out the day's information. If a student is absent, they know how to check the posting for missed work without interrupting class. This also allows me to quickly look back at which assignments I need to review with the class the following day."

Assignment Schedule

From Angie Mast, an eighth grade science teacher at Kokomo-Center Schools in Kokomo, Indiana:

"I get a big desk calendar and hang it by the door of my classroom. I write what we did that day and the assignment on the calendar. This way, my students can get the assignments they missed and the dates that they're due. I don't need to keep going through my plan book to answer questions about when certain papers and projects are due because the students can see for themselves."

Make-Up Work

From Angie Mast, an eighth grade science teacher at Kokomo-Center Schools in Kokomo, Indiana:

"Getting absent students' work to them during class takes up a lot of time. I put a labeled wall file box on a bulletin board for each of my classes. During class, I put the name of the absent student on the paper that he/she should have received for that day and put it in the appropriate file box. This way, the students can stop by and get their work anytime without disturbing the class. This really helped because I only see my students every other day. This system leaves no excuse for the work not to be completed by the next class session. Not only does this make them responsible for their work, but it forces them to talk to me if they have any questions."

Homework Buddies

From Vicky Greenberg, a sixth grade teacher at Walsh Intermediate School in Branford, Connecticut:

"My colleagues and I team teach so our students are regrouped for every class. Each student has at least one other person with whom they have the same schedule. Whenever a student is absent, another takes a Work Record Sheet, a listing of all the classes by the day of week, and fills it out with what was collected, discussed and assigned in every class for their partner. The 'homework buddy' receives a slip for entrance into the monthly school wide Reward Lottery. If parents call to get work for their children, it's all ready to go and the children know that they were missed when they were gone."

Make-Up Work Calendar

From Terry Rhodes, a seventh grade science teacher at NcNabb Middle School in Mt. Sterling, Kentucky:

"I keep a large laminated calendar on the wall above a set of cubby slots. Everyday, I jot down on a post-it note what we did in class and any work that needs to be made up. I date the note, and tape it to the calendar on the appropriate day. I can post five weeks of assignments at a time, which carries us from midterm to report cards. When one of my students returns from an absence, they know to go the calendar to see what they missed and they can retrieve any needed papers from the cubby slots. This promotes self-discipline and responsibility. My students have adapted well and the feedback from parents has been very positive."

Make-Up Memo

From Sandra Brockel, a fifth grade teacher at Grace Miller Elementary School in Bealteon, Virginia:

"Since our school is departmentalized, students need to check with four teachers when they are absent. To make gathering make-up work easier, we have a make-up memo that is placed on a clipboard when attendance is taken in the morning. The clipboard is passed from teacher to teacher throughout the day. We attach papers to each make-up memo and record missed classwork and homework. Parents pick up the memo at the end of the day or the child receives it when they return to school."

Making-Up Missed Gym Classes

From Fred Arnold, a physical education teacher at Perry High School in Perry, Ohio:

"I set aside Wednesday and Friday mornings for students to make-up work. In order to attend a make-up class, the student must schedule the make-up by signing up with me. If their name is not on the list, they cannot attend the session. This allows me to know exactly who is coming so that I can decide what materials need to be covered and it forces the student to make a commitment. If nobody signs up, the session is cancelled. Students, who come without previously signing up, quickly learn the importance of communicating their intentions to me. Failure to show up for two scheduled make-up classes results in the student losing the privilege to schedule future sessions."

Make Up Binder

From Kay Meredith, a high school English teacher at Powhatan High School in Powhatan, Virginia:

"Attendance is a problem. After 20 years of beating my brains out trying to keep track of everyone's make-up work, I have discovered a method that works...it takes the responsibility off the teacher and puts it where it should be....on the student who was absent.

I have a three-ring binder for each class. I keep these on a book shelf at the front of the room, next to the door. When students are absent, it is their responsibility to check the notebook for missed work. Inside the notebook I keep a form which asks for the following information: date, assignment collected (yes/no), quiz or test (yes/no), work today, assignment, student absent, and student signature. I list the students who are absent and after reading the assignment sheet, the student signs his name, which by signing he is accepting the responsibility for make-up. I also have a form inside the notebook for the student to complete if she missed a test or quiz.

I have two days a week that I stay after school for make-up and tutoring. It is the student's responsibility to report during this time for make-up. Many of my students have jobs after school. I tell them that they must make arrangements with their employer to complete their missed work. This has been very successful and parents love it. If you use a reliable student as class secretary, it makes it even easier. One warning...if you use a secretary, it is always a good idea to check the notebook and initial it so the students know you are not leaving your job to a student. This is a guaranteed way of checking for mistakes, too. At the end of the day, when you check to notebooks, you can pull out the appointment sheets for make-up work."

Homework Box

From Sharon Cipriano, a seventh grade English teacher at Florence Township Middle School in Florence, New Jersey:

"Teaching 130 middle schoolers makes it difficult to keep track of who was absent and for how many days in order to remind students of the work to be made up. Instead of assuming all the responsibility myself, I have a Homework Box in the room with 5x8 cards. Each day a reliable student in my first period (and each class after that) takes a card to her desk and notes the day's homework assignment, the general idea of what was done in class, text pages used, and if a handout was given. This is done very briefly, note-like. By the end of class, I find time to quickly check the day's card for accuracy and completeness. The card is dated and filed chronologically in the Homework Box. Next to the Homework Box are folders for each class. Handouts go into the folders. As I distribute handouts, I quickly put the names of absent students on individual handouts. Students are regularly reminded to check the Homework Box and folders for work after absences. Now, the responsibility for making up missed work lies a bit more with the student."

Assignment Board

From Linda Clark, a math teacher at Seneca Valley Senior High School in Harmony, Pennsylvania:

"I needed a way to post assignments for my students to cut down on the time wasted answering the questions: 'What did I miss when I was absent?' or 'When is our next test?' I bought a sheet of white tile board (4' x 8' paneling for kitchen and bathrooms) and cut it in half (share the other half with a colleague). This is an inexpensive ($10) answer to the white board that uses dry markers. I made a grid on it with black tape. I write my different course assignments for 10 days. Since the board is large and can be seen from anywhere in the classroom, it cuts down on traffic in the classroom and keeps everyone informed of what we have been doing."

Responsibility Rests with Students

From anonymous:

"In my classroom I have 3 plastic file boxes labeled 'Spanish 1,' 'Spanish 2' and 'Spanish 3-4' (my classes). Each file box has separate slots and contains a file folder for each day of the week, labeled in Spanish (Monday, Tuesday, etc.) At the end of each day I put in the folder a slip of paper that tells what we did that day that the student is accountable for, along with any worksheets or vocab lists that were given out. When a student returns to class after an absence, it is his/her responsibility to go to the box and look up the assignments for the day(s) he/she was gone. This takes the burden off me, there is no class time lost, and it puts the responsibility where it should be - on the student. Each week the file is updated, so that students know they have a week to check the box and get the work in. After that time, there is no opportunity."

We Missed You

From Leah Keith, a first grade teacher at MacMillan International Academy for Humanities, Communications, and Writing in Montgomery, Alabama:

"To manage make-up work, I decorate several manila folders with cut-out shapes (apples, pencils, etc.). On the outside of these folders, I write: 'We missed you! Please complete the enclosed make up work and return it in this folder to (teacher's name) as soon as possible.' I laminate the folders and whenever students are absent, I write their name on the tab of the folder using a washable overhead marker. I place the folder on the absent student's desk. Whenever I pass out any papers, I have a student who sits nearby place the papers in the folder. When the student returns to school, he/she will find the make up work waiting on the desk. When the work is returned, I wipe the student's name off the folder and reuse it."

Class Log Book

From Eileen Dietrich, a mathematics teacher at John Jay High School in Katonah, New York:

"One idea that has been passed on to me is to keep a class log/notebook. I choose one student to take notes each week in a class notebook and to attach any worksheets. The student also records absences, homework, and upcoming quizzes or tests. If a student is absent, he or she knows to go to the class log to get the notes, worksheets, as well as what homework he or she has missed and what to look forward to. In the front of the notebook is a seating chart and extra help times for reference. Make-up work is handed in within two days of the student's return to class. All work is dated by period/day missed and by assignment, written at the top of the page. There is a make-up work bin in the classroom where the material is to be turned in. I can check the log book as to when the student was absent to verify that the material was in fact turned in on time. Of course, I make exceptions for longer term illnesses."

File Folders at the Ready

From Jennifer Blewitt, a science teacher at Naugatuck High School in Naugatuck, Connecticut:

"I teach some classes with many absentees. To put the responsibility on the absent student, I keep a file folder for each class by the door. When I hand out a ditto to the class, I ask one student to take extra copies for the absentees. She or he puts their names and the date on the top of the sheet, and puts it in the folder. The students know that if they have been out, they should check their class' file folder when they come in the next day. This method is also a good way for me to have work ready should a request come from the office for work to be sent home for a long-term absence."

Assignment Sheets

From Mary Coppenbarger, an English teacher at Bradley-Bourbonnais Community High School in Bradley, Illinois:

"Since I teach six classes a day in various courses, I don't trust myself to answer that dreaded question 'what did we do yesterday?' exactly correct every time. My solution is to create 'assignment sheets' which are posted on the bulletin board. Each page is dated for the week and contains a chart for all my classes. The days of the week are listed across the chart and the name of the course is listed down the left margin. Each class has a one-inch box for each day of the week. At the end of each class, I write down the page numbers we have covered, and any quizzes or worksheets. If an assignment needs more in-depth explanation, I simply write 'see me.' When students return from an absence, they know to check the assignment sheets, which are more accurate than my long-term memory."

Forget-Me-Not File

From Tammie Stone, a special education student teacher at middle and high school in Plymouth, Massachusetts:

"We have a forget-me-not file. During the day we have a class recorder write down what was done in each class, list the homework and collect handouts for the number of students who were absent. I copy this form at the end of the day as well as any notes that were taken by the students for the same number of students absent and put it in a file for that day of the week. When the student arrives back at school she/he just walks over to the file and checks each file for the days she/he was absent. Everything needed to make up work is in the file."

Not Acceptable

From Adrienne Mack, a teacher at Birmingham High School in Van Nuys, California:

"Here's my rule for make up: I don't accept it. Make up work actually punishes the teacher by having to grade and manage papers out of sequence. It also sends a message to the students who do their work on time that they are fools for worrying about deadlines because you can always do make-up work. And to the student who is late, usually chronically, it says 'take the time you need because I'll accept the work when you're ready.' Teachers who deduct points for each day of late work also create more work for themselves.They have to calculate, compute, record, etc. how late. If a student can get the work in on Thursday, three days late, he/she can certainly get the work in on the due date.

I have students put their late, make-up work, in their portfolios. At each grading period (approximately every 5 weeks) I have all students analyze what they have accomplished since the beginning of the semester. At this time they can write to me about their make up work which is now in their portfolio. Allowing them to put their work in their portfolio and checking it off every five weeks, instead of every time they feel like turning something in, saves me a lot of time and management problems. It also makes the student responsible - as they should be - for keeping track of their own missed assignments. In my experience, teachers too often enable students not to do well, not to do their best. We always make up the slack. I do make rare exceptions for those students who are always on time and have made arrangements with me in advance."

Grading Students

Test Autopsies

From Debbie Barber, a sixth grade teacher at Ackerman Middle School in Canby, Oregon:

"Whenever I give a major test, the kids have a chance to improve their scores by doing a test autopsy. They correct their mistakes and then write a half page reflection on why they did so poorly and what they should have done differently. They earn a half point for each corrected answer. For example, if they got 15 out of 25 and did an autopsy correcting them all, their new score would be 20. Not only do the parents love it, the test scores have improved and the students are really taking ownership of their work!"

Conduct Cards

From Sue:

"I always dreaded hearing from parents about a conduct grade that I gave a student until I came up with conduct cards. Each student has an index card with their name and the week on it. I use computer labels to make them easy and neat. They all stay in a file box with several pens in it. Each time a student forgets an assignment, book or breaks a rule they have to sign their conduct card. At the end of the week, I put a grade on the card. They take the cards home on Monday to get signed by their parents and return them to school on Tuesday. Students who behave positively receive a nice stamp on their card to bring home. I have one that says, 'Give your child a hug today for this good work.' Parents have never questioned a grade that I have given since I started using these cards and my class is in control."

EZ Grading Scale

From L. Bateson:

"Do you often misplace your EZ Grading Scale? I tape a Ziploc bag inside the cover of my grade book and slip the grading scale inside it! Works like a charm!"

Weekly Envelopes

From Karen McNulty, a third grade teacher at James Monroe Elementary in San Leandro, California:

"Every Thursday I allow my students to clean their desks while I pass back all the graded papers that I've collected during the week. I look over their work carefully and take the time to comment on each and every one. Both parents and students appreciate this kind of feedback. I hand out a large Weekly Envelope for the students' papers. On the front, I've recorded any missed homework for the week. The envelopes are taken home to share with their parents. Families can go over the work and discuss it. Parents sign the front of the envelope to acknowledge they've seen the papers and are aware of any missing homework. The signed envelope is brought back on Fridays. Parents appreciate this weekly update and are free to enclose notes or comments to me."

No Names

From Steve Willott, a math teacher at Francis Howell North High School in St. Peters, Missouri:

"A few years ago I got thoroughly fed up with trying to track down the owners of no-name papers. Now I put a folder on the wall labeled 'NO NAMES'. When grade sheets are passed around (printed by confidential student number), students who have assignments missing from the sheet go up to the folder to see if they had forgotten to include their name. I hung the folder on the wall with one of those clear plastic holders that doctors' offices use. My students always know where to look before coming to me about missing grades."

Checking Arithmetic

From Marcia Williamson, a second and third grade teacher at Palmerston P.S. in Toronto, Ontario, Canada:

"I'm always looking for ways to lighten the load of marking. For addition/subtraction, I have my students check their arithmetic by also doing the reverse operation. For example, 28 + 59 = 87, 87 - 59 = 28. This technique can easily be used for multiplication/division as well. It helps them remember that operations are the inverse of each other, and the work is already checked when I receive it. It also ensures that they get an equal workout with the different operations."

Scoring Guides

From Nick Mason, a ninth grade biology teacher at Normandy Senior High in St. Louis Missouri:

"Grade inflation can occur from either student or administrator pressure. Principals want to see better grades and students attempt to increase their grades without doing any extra or better work. In order to eliminate these pressures, I discuss and develop evaluation criteria prior to doing any task. By developing a scoring guide ahead of time with the students, they all know what is expected and seldom question a grade unless they feel it truly deserves a different grade. I will even give the scoring guide to the student and ask them to re-grade their own paper and show me how or where the discrepancies are. Their ability to critique their own work serves to improve their future work by making them pay closer attention to the details."

Preliminary Drawings

From John Shirkey, a vocational drafting/CAD instructor from Port Huron, Michigan:

"My students do preliminary drawings and then I take a quick look at them. I verbally tell them all the obvious things that they can do to improve the quality of the drawing. Most just listen to what I have to say while others have figured out that they can take notes on their own. Either way, the drawing grades have improved and it makes for a teacher friendly finished drawing."

Swapped Papers

From Sue Schmitt, an English teacher at Antioch Community High School in Antioch, Illinois:

"On the day that my students turn in a major paper, I have a mini-conference with each of them as they hand in the paper. I check to see that the paper has all of the required elements. This takes just a minute or two because I skim the paper. As I spot any problems, I tell the student about what I see that could be done better. I tell the students that their paper is in on time and that I will accept it, but they can swap me a corrected copy the next day if they want to fix the things that I noticed that needed correcting. Ninety percent of my students bring in a paper to swap the next day. I love this because they do a rewrite even before I have put a pencil to their papers. When I do grade them, they are easier to correct because the obvious problems are no longer present. The students are happy because their grades are based on the swapped paper, not the one that came in the first day."

Students Answer Questions

From Darlene Roker, a fifth grade teacher at Vermont Avenue Elementary in Los Angeles, California:

"When I need 'space' during report card time, I select a responsible student or two to be my official 'answerers'. Any student who has a question about what work to do, or how to do it, directs their question to those students. If my helpers don't know the answer then they can come to me. One student asking several questions beats many students asking the same question over and over!"

Changing Student Grades

From Erin Heasley, an English, communication and secondary education student at Westminster College in New Wilmington, Pennsylvania:

"I want to give back to society for the excellent education I received! Education is something that I have wanted to do since fourth grade!

As a student, I have always hated changed grades on an assignment. Teachers would list the points I earned in several categories along with the total points received. My question often was...why did that 6 get crossed out and replaced with a 5...and that 10 scribbled and replaced with an 8? I found this frustrating and confusing as a child. My tip would be for educators to keep a small dry erase board handy when grading papers. List your grading criteria and then place a score next to each one and a total at the bottom. If you plan to review students' work once more to make sure the grade is appropriate, do so. In the event of a changed grade, mark it on the dry erase board before permanently transferring the grade to the students' work. By doing this one may save a student from questioning a grade change. In addition, the dry erase board can save many pieces of paper!"

Answer Keys

Overhead Transparency

From Bob Lincoln, a first year fourth grade teacher at Waseca Central Intermediate School in Waseca, Minnesota:

"When I am correcting a science or math paper that has a visual component (to match problems and answers, to match multiple choice Qs and As, or to connect the dots), I make my key (answer sheet) on an overhead transparency. I superimpose the key on top of the papers to be corrected. It saves time and I can correct a 20 problem math assignment in just seconds. It also works for standardized tests."

Color Coding Your Answer Key

From Trish Gaines, a business teacher at Cherokee High School in Marlton, New Jersey:

"Have you ever started grading your answer key to a quiz or test? In my 20+ years of teaching, I certainly have. However, I've cured the problem by running my answer key on a sheet of colored paper that is different from my test. No more 'incorrect' answers on my answer key!"

Keeping Students Busy

Morning Journals

From Mary Ann Herring, a third grade teacher at the Missouri School for the Deaf in Missouri:

"I have the same procedure every morning. My students must put their homework on the right hand side of their desks and copy the journal topic from the board. The topic is usually something I taught the previous day and they must write or draw a picture about it. I allow fifteen minutes for this activity, which gives me time to read notes, take roll, etc. I choose several journal entries as examples of exemplary work and share them with the class."

Keeping Students Busy

From Palmer Clark, a math teacher at Moore Magnet School in Tyler, Texas:

"There are always students who finish my exams before the exam period is over while other students need the full period to work. I save the Sunday comics from the newspaper each week. When students finish their exams, they can study for other exams, read a book they have brought to class or read the comics that I have. This keeps the students quiet and engaged in reading while the slower students have time to complete their work."

Work Folders

From Patty Poulin, a one-on-one aide at Conway Elementary School, Conway, New Hampshire:

"I always have a work folder with developmentally appropriate activities ready to go. This keeps students focused while waiting to receive your attention. I use colored paper about three-fourths of the way through the packet to alert the student to conference with the teacher and get more independent activities to fill those lag times when the teacher just can't be in two places at once."

Class Participation

Participation Tickets

From Leslie O'Donnell, a kindergarten teacher at Sedalia Park Elementary in Marietta, Georgia:

"I use a set of tickets that are pre-made and have the children's names on them for participation. I keep them in a basket in the front of the classroom. Whenever I am calling on students to recite, I pull out a name. I use the tickets throughout the day until every child has a chance to participate. My students love to practice reading the names on the tickets."

Leap-Frog Repeating

From Darlene Roker, a fifth grade teacher at Vermont Avenue Elementary in Los Angeles, California:

"Here's a way to increase students' listening skills. When I find a student who has a correct answer, I have them say it aloud, and then I have a student sitting close repeat the answer. If that student says it correctly, I then ask another student to repeat it. If any student has trouble saying it correctly, the previous student in the thread says it again. In this leap-frog repeating method, everyone has a chance to know the answer."

Participation Popsicle Sticks

From Renee Heiss, a reading teacher at Northern Burlington County Regional Middle School in Columbus, New Jersey:

"I use Popsicle sticks to encourage 100% class participation. I wrote the names of all my students on Popsicle sticks and hand them out at the beginning of each class. As they answer questions correctly, they surrender their sticks. I take answers from the stick people first to make sure that everyone gets a chance to participate."

Questions First

From Ronald Yuill, a technology teacher at Tecumseh Middle School in Lafayette, Indiana:

"Many times teachers will call on a student and ask them a question. To have the whole class thinking about the question, I ask the question first and then call on the student."

Clips in a Bucket

From Donna Bixler, a fourth grade teacher at Burton Elementary School in Burton, Ohio:

"To make sure that all my students are included when we review material, I write their names on clothespins and clip them all around a bucket. I ask a question, choose a clip, and then throw it in the bucket. This is a great way to keep track of who's been chosen each day."

The Paper Shuffle

From Elaine Hostetler, a seventh grade teacher at Lakeland Middle School in LaGrange, Indiana:

"Here's a technique for allowing kids to try new ideas in a risk-free setting. I have my students write an idea on a paper without putting down their name. Then I ask them to pass their paper around without leaving their seat. The students love the frenzy as the papers are passed from one to another. When I say stop, the students keep the paper that is in front of them. Then, I call on random students for the answer on their paper. No one is embarrassed even if the answer is off-base because only the author knows who wrote the answer."

Hand on the Heart

From Maryann Cassidy, an inclusion teacher at Perry Elementary School in Perry, Ohio:

"I ask my students to put their hand on their hearts when they would like to share something rather than raising their hands which can be disruptive. This works for me and the kids seem to like it."

Respond Signals

From Emily Hashier, a second grade teacher at Perry Elementary School in Perry, Ohio:

"Instead of having students raise their hands to answer questions, I use other signals. Using thumbs up or down, response cards, fingers to signal an answer with choices or heads up/heads down allows all students to participate in answering questions. This provides a risk free environment and students can try to answer all of the questions asked. My class enjoys this activity and it allows me to see all the students' responses instead of just a few."

Pass the Buck Game

From Margie Gumina, a third grade teacher at John E. Riley School in South Plainfield, New Jersey:

"I encourage my students to participate in oral discussions and volunteer to answer questions through the creation of the 'Pass the Buck' game. I have an oversized dollar bill in the front of my room, which I've laminated. When I am reviewing subject matter, asking questions, or simply discussing a topic, I hand 'the buck' to the first student I call upon to answer. That student may then attempt an answer or 'pass the buck' to another student whose hand is raised. This game has eliminated the discomfort students feel when called upon to give an answer they do not know. Rather than embarrassment, they feel the freedom and power of choosing the next person to attempt the answer. It has also eliminated the snickers and negative comments of other students because they know the person holding 'the buck' is the person who will select the next student to answer. A third benefit is that it also encourages the shy students to volunteer an answer in order to gain possession of the giant dollar! Rules can be adjusted as suits the class. We usually set the rule that no one may have the dollar more than twice in a discussion. This rule helps eliminate having only one or two students dominating the discussions or answers. Try it, it works4me!"

Encouraging Classroom Participation

From Alan Albrandt, a chemistry teacher at Westminster High School in Westminster, Colorado:

"In order to encourage and reward classroom participation in my science classes, I keep track of student participation on my seating chart. When a student answers a question, I put a plus sign by their name on the chart. When they volunteer to put a problem on the board, I put an asterisk by their name. I give them extra credit based on how many marks they have by their name at the end of the marking period. My students know the system so they are eager to participate and gain extra credit. This is also good documentation to use at parent conferences when parents ask how their student is doing in class."

Classroom Discussions

From Robin Miller, a fifth grade teacher at Centennial Elementary in Evans, Colorado:

"I created the 'talking stick jar' because everyone in my class wanted to talk at once and I hated making the kids raise their hands. I needed something that was fair and kind of fun. All the kids have their own talking Popsicle stick in a jar. Whenever I need to choose a student to talk, I just pull a name out of the jar. It's great for everything from helping mediate classroom discussion to settling who goes first in a team activity. The possibilities are endless!"

Rating Participation

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"I design rating scales based on positive participation criteria that I think is important, but difficult to grade. Each nine weeks, students complete a self assessment in one ink color and I use a different color ink to write my thoughts. Students are required to write what they accomplished that nine weeks on the back of the sheet. I respond with a note to each."

Popsicle Sticks

From Karen Bostwick, a sixth grade English teacher at McLean Middle School in Ft. Worth, Texas:

"I create a bucket of sticks for each of my classes. Using popscicle sticks, I write each student's name on one stick. The bucket can be anything - coffee can, stadium cup, cottage cheese container. I color code each stick by period and place them in the bucket for that period. (Color-coding helps in the event of a spill.)

I use the sticks in many ways. When doing 'drill and kill' oral activities, it makes it easy for me to make sure I am calling on all students. If a student doesn't seem to understand, I put that stick back in the bucket to call on him/her again. When grouping students, I use the sticks to see how each group will look. Sometimes I let students pick partners by using the sticks. If I have an errand to run, I let the sticks choose the errand runner. When I am planning a new seating chart, I use the sticks. If I need to choose one child for a job or volunteer, I use the sticks. The random 'pupil finder' is a big hit in my classes because everyone knows they have an equal chance of being picked."

Shuffle the Cards

From Betty Reed, a sixth grade reading and English teacher at J.T. Lambert Intermediate School, East Stroudsburg, Pennsylvania:

"To avoid calling on the same students, I put each student's name on an index card. Throughout the year, I continue to shuffle the cards and use them to call on students. Absences or other needed information can also be recorded. This helps with my record keeping and keeps students on their toes since they never know when they may be called on to answer. It ensures that ALL students participate."

Charting Class Participation

From Ann Rader, a Spanish and Latin teacher at Reservoir High School in Fulton, Maryland:

"I teach foreign language, a subject area that demands students' oral participation. Every day we 'take points'. I will use either a seating chart or a roster (with grids) and a different color gel pen each day. A total of eight or ten pens is ideal. After marking attendance on the chart, I pass the sheet on to a reliable student and have that student mark down points as students answer questions. The system frees me up to engage in oral activities and acts as an incentive to students to participate.

"After each class, I look quickly at the sheet to make sure it's accurate and determine whom I need to call on during the next class. From day one the students know it's not extra credit and that they can lose points for disrupting the oral flow of the class. At 4 points a week--an extra one if they do exceptionally well--they know it's 40 'easy' points a marking period. I have at least as much success with this in level one high school classes as in my former middle school classes. As an extra benefit, it helps you, the teacher, make sure you're calling on all your students--something that evaluators tend to monitor during observations."

Equal Participation

From Jennifer Caldwell, a fourth grade teacher at Mason-Corinth Elementary School in Grant County, Kentucky:

"To insure that I am calling on all of my students equally, I put everyone's name on an index card. I keep the deck of cards with me and instead of calling on raised hands, I call on the next card in the deck. This prevents all those Oooo! Ooo!-ers, helps me make sure I'm not just calling on those who raise their hands, and keeps all the students on their toes since they don't know when their card will be next."

Participation Cards

From P. Gail Matz, a fourth grade teacher in Ketchikan, Alaska:

"At the beginning of the year, I have each student write his/her name on an index card. Throughout the year, I draw cards for seating assignments, forming cooperative groups, calling on students to read, pairing up for games, choosing science helpers, and virtually anything that involves choosing kids for activities. This method seems to appeal to their sense of fairness and eliminates the frantic hand raising and disappointment when they are not chosen."

Participation Cards

From Julie Shoemaker, an English teacher at Shelby County High School in Shelbyville, Kentucky:

"I often have students who love to talk. To help monitor class discussions so that everyone participates, I distribute three Comment/Question Cards (simple laminated construction paper quarters) as the class begins. The rule is that if a student has a question or relative comment, he/she must think first and then participate. After the remark, the student gives up one card. When all the cards are gone, the student must wait until everyone has used their cards before that student can participate again. (Three cards are usually plenty!)

"For the talkers, this system helps them make conscious decisions about participation and allows others time to speak. For reluctant students, the cards help remind them that their contributions to class are vital. Everyone participates this way. You can also attach participation points to the cards. Earn points by using the cards. Lose points by commenting when you have no cards in hand."

Rewards

Class Photographer

From a second grade teacher at Swaney Elementary School in Derby, Kansas:

"When my students are chosen as Star of the Week they also become the class photographer. I bought an inexpensive camera to use that can be replaced if broken. The class photographer brings in a roll of film to snap pictures of classmates during the week. Some pictures I suggest be taken and some the student chooses. The photographer develops the film and designs a page for our class scrapbook. The pages are labeled with the names of the photographers. The students get to keep any pictures that aren't used in the scrapbook."

Sticker Board

From Abby Bluhm, a music teacher at Mary E. Dardess Elementary School in Chatham, New York:

"As a specials teacher, I see my students only once or twice a week for half an hour. To motivate my classes to work hard, I have a sticker board with each classroom teacher's name on it. Every class period, each class has the opportunity to earn 3 stickers based on their ability to stay on task. If they do a great job, they get 2; a good job, 1; a poor job, 0. The third one is a bonus that is only earned by demonstrating improvement or having a perfect class period. At the end of class, we discuss their behavior and decide how many stickers they earned. Then one student gets to pick from my sticker collection and we put up the appropriate number of stickers next to their classroom teacher's name on the sticker board. When a class reaches a certain number of stickers, they get a Game Day during which we play music games for the whole class."

Sticker Rewards

From anonymous:

"I award stickers to my students for good behavior. They have a chance to earn two stickers a day, one for morning behavior and one for afternoon. Once they accumulate ten stickers, they are rewarded with a fireball or lollipop. When they reach twenty, they win a prize from the "Prize Box" which is filled with Pokemon items, candy, markers, school supplies, etc. My students are excited when they earn enough to win a prize. This system works very well."

Homework Coupon Book

From Sandy Crellin, a seventh grade learning support teacher at Annville-Cleona Middle School in Annville, Pennsylvania:

"I give out a coupon book to my students every year at Christmas. They get coupons for ten, twenty and thirty point homework excuses, as well as a coupon to eat lunch with me. They can use these any time they want to for the rest of the year. The coupons save certain kids from being 'in trouble' when they forget their homework."

Homework Teams

From Beverly Mysyk, a seventh and eighth grade math teacher at Perry Middle School in Perry, Ohio:

"I assign daily homework. In order to make it more fun, I separate each class into groups of four or five students to make 'spirit teams'. I keep a 'Team Spirit' bulletin board posted on which I have sticker incentive charts for each team. After the homework is graded and recorded each day, the students are allowed to come up and get a sticker for their team and place it on their chart. At the end of each week, the team with the most stickers in each class receives bonus points. At the end of the marking period, the team from each class with the most stickers receives a pizza party. Students work hard to encourage their teammates to complete their homework. I have found this type of positive peer pressure to be quite successful for those students that need some extra motivation to do their homework regularly."

Reward System

From Debbie Purvis, a sixth grade math/English teacher at Belle Plain Middle School in Belle Plain, Kansas:

"At the beginning of the year I hang small paper bags on a side bulletin board, one for each period, block, or subject. Each time I grade papers I put my initials in the upper corner of any paper receiving an A. If I'm giving a test, I may give initials to As, Bs, or Cs. This is just my way of saying great work. The students then put their names on top of my initials, tear the corner off, and drop this into the appropriate paper bag. Once every month we hold a drawing. I usually draw out 3 names and have a box of prizes to select from. Prizes can be most anything but my students love the coupons that say they can bring a snack to eat on a particular day during a particular period or block. This reward system is an easy way for me to let the students know that they've done a good job, plus it's relatively inexpensive."

Reminder Board

From Linda Norman, a teacher at Ayer Middle School in Ayer, Massachusetts:

"At my middle school, students receive either a progress report or a report card every four weeks. At the end of each cycle, I look at the list of students who have had to be 'reminded' about a class rule and therefore had to sign my "Reminder" board. Those who have not been reminded get first choice of seats as I 'update' my seating chart. The rest are 'placed' by me in various places (never near a best friend!). This has proven to be a popular means of positive feedback."

Math Trophies

From Donna Kelley, a fourth grade teacher at Zerger Elementary in Westminster, Colorado

"Here's an idea about how to use old sports trophies, the flashier the better! I have a set of 24, one for each student. The trophies are awarded for speed and accuracy on a weekly timed math test. Highest scores get first pick, etc. You can adapt the idea by using fewer trophies for top scores on a variety of tests. I put temporary name cards on the trophies to give bragging rights for the day/week/month. They are collected at the end of the day so they don't become a nuisance. It works4me!"