Time Saver: Grade Book Tips

Paper Grade Book:

• Skip a line between names, or even two lines if a class is small.  That way you have room to add in new students alphabetically.  
• Don't set up your grade book until the second week of school.  Too many class changes happen before then and you might have to go a whole marking period with mistakes or redo it.  
• When an assignment is missing, outline the box.  This makes missing work stand out at a glance.  
• When you enter scores into the computer, highlight them in your paper book.  Then you will immediately know what needs to be entered when you open your grade book.  
• If you give homework passes, write "pass" in the spot the student chooses to use it or you might lose track if its been used or not.  
• If you want to keep track of who has handed in an assignment, but haven't yet graded it, here are two ideas.  Make a separate column for handing in the assignment.  (Sometimes I would could turning big in on time as a homework grade).  Or, put a small dot in the boxes of students who have the work.  Then go back and outline the boxes without dots.  I found this allowed me to quickly look at the grade book rather than locating and flipping through a file of work. 

Computer Grade Book:
I have only one real tip for your computer grade book, but its a big one.  It might depend on the program you use for it to work.

Creating grading codes is a great time saver for you.  It might take you a little bit of time to enter the codes, but it will save you time dealing with students and parents.

Here's the idea.  Create some codes that represent typical situations that students and parents ask (or nag) about.

For example:

NHI = not handed in

NGY = not graded yet

These two are very helpful to show parents in particular that either yes or no to if you have received certain assignments. 

When you use these codes all the time, then any zeroes in your grade book will only represent real zeroes earned on poor work or work that will no longer be accepted.  (Actually, you could come up with a code for a closed assignment, too.  I used to use ND = not done).

Time Saver: Reusable Rubrics

I used this idea for daily class participation rubrics, but really it can be used for any form you use frequently. 

Instead of having students use a new form each time, laminate enough copies of the form for two days.  Then, stock up on dry erase markers. 

If you are using the form daily, make it part of the class procedure for students to pick up their rubrics and markers and to fill them out and return them to a set location. 

After you have recorded the information on the form, erase the rubrics. 

After a while, the rubrics will get a bit dirty.  I more than once had detention or study hall students with nothing to do wash my rubrics with a cloth and board cleaner. 

I often considered using this for rubrics I filled out while grading, but never did it because I wanted the students to have to copy of the rubric with items circled to provide the easiest feedback as to why an item earned the score it did. 

Time Saver: No More "Take One, Pass it Back"

I remember being taught during student teaching to hand out papers with "take one, pass it back" or to the side or around or whatever.  But in  practice, this still means you have to count out the papers for the rows and wait for them to get back to the back of the room.  I used a lot of handouts, so this was a significant waste of time for me and disrupted flow making transitioning harder. 

I soon decided to put all my handouts for the class period in one set location in the room.  Students quickly learned to pick up their handouts as soon as they entered the room. 

Occasionally, a student would forget to pick them up, but then that student just got up and got what was needed. 

When I grouped work for absent students, I just picked up one from each pile and paper clipped them together. 

Another idea for saving time with handout distribution is to make one big packet of handouts for a whole unit.  I did this once or twice and really liked it.  But, there are two downsides.  First, you have to plan it out well in advance to get the copies made in time.  Second, students can easily leave the packet at home and not have any of the handouts needed for the day.  This second problem can be addressed by having classroom copies available that students borrow during the class period and return before leaving.  I used to keep this stuck to the white board with magnetic clips.  When a student borrowed one, he would write his name under the clip. 

Discussion Chips

One of my big challenges in my daily teaching was balancing class discussion among all members of the class.  This is a trick I picked up somewhere along the way, wish I could remember so I could give credit.


Give each student four poker chips: 2 white and 2 colored.  The white poker chips were for answering questions or making comments, and the colored ones were for asking questions.

In order to speak, students had to "pay" with a poker chip.

This method helps balance discussion in a few ways.

First of all, if you have one or two students who dominate discussion, they will either save their chips for when they have something really important to say or they will spend them immediately (and probably try to speak anyway!).

Once your usual talkers are forced into silence, there will be other students who will step up, either because they have ideas to share they would usually keep quiet or because they can't stand the silence!

There will still be students who refuse to spend their chips, but I've found it is less than in a regular discussion.

Your job as facilitator during this kind of discussion is to collect the chips cuing that a student can speak.  Also, keep watch for your quiet students.  As soon as I saw a quiet student raise her hand, I would make sure to get to her as quickly as possible. 

I've coupled this with writing a line up on the board of who can speak next so that students can focus on what is being said versus when they will be called on.  So, if I go around and take chips from Tom, Emily, Kendra, and Casey then I write their names on the board in that order.  I keep adding to the bottom of the list as we go, and periodically erase the names of students who have taken their turns.

If you are working with older students (such as late high school) or a group that is very mature and in tune with each other, you can try stepping back.  Students could instead deposit their chips themselves, maybe by tossing them in a central pot or by passing a bucket.  This adaption allows students to work on the flow of their discussion.

Whenever I did this type of discussion, I would leave several minutes at the end for students who have been forced to be silent to speak again.  Usually, at least one student bursts saying a million things she's kept bottled up.

A couple more points before you put this into practice.

Before you begin, you have to decide on rules about trading and donating chips.  I don't have a problem with students trading the colors of their chips, but I don't allow donating of chips because it goes against the purpose of balancing discussion.

You also might decide to make the colors mean different things.  If you are working on a specific skills, you can make one chip color represent that.  Examples of types of contributions your colored chips could represent include: questions, textual evidence, inferences, facts, opinions, rebuttals, piggy backing, or going up to the board to write or solve a problem. 

Four chips worked well for my classes of about 18 students where we planned to discussion reading for 30 - 40 minutes.  If you want a shorter discussion or have more students, you'll want fewer chips.  If you have a small class of ten and want a long discussion, you might need more chips.

You shouldn't do this type of discussion ever time or else it will become boring and tiring.  But, if you include it regularly students will get used to the procedure and fall into it more quickly each time. 

Time Saver: Eletrical Tape Chart

I picked this tip up at my husband's old office. 

If you need to make a chart on the white board for which you'll be erasing items in the boxes frequently, this is a great time saver. 

Instead of drawing the lines with marker, make the lines with electrical tape.  No matter how much you erase or how sloppy you erase, your chart will stay behind with dark, fresh looking lines. 

I used this for a reward chart we used over a period of weeks, but there are many other uses. 

Now that I think about it, you could use this for any type of line you want to last, not just charts.  For example, you could use it for lines that segregate areas of your white board or to draw a number line, y and x axis, or time line.  My old middle school had a chalk board tool for making sheet music lines, so I'm sure some product exists today to serve that function, but you could also make the lines for music with electrical tape.

(You could also try using wet erase marker instead of dry erase marker to make chart lines that last). 

Dressing for Student Teaching (Women)

My number one tip for a woman about to start student teaching is to get a full length mirror.  Before you wear any outfit, you need to step back and lean over all the way at the waist.   Lift up your head to see if you can see down your shirt or see your bra in anyway.  Teachers lean over desks all day long, so you must check that this line of sight is G rated. 

Next, you need to get as good a view of your butt as you can.  Do you see your bra through the back of your shirt?  Can you see your underwear?  Are your pants too snug on your butt?  (My personal rule was that snug fit on the top of my butt was okay, but not rounding down to my legs).  When you lean over or squat, does your underwear show or even worse your butt crack?  If you feel the need to put your hand to the back of your pants as you lean down, then this outfit is probably not okay.  You either need longer shirts, higher pants, or better underwear. 

Where I taught, the student dress code was no Bs: no backs, bras, bellies, or butts!  As the teacher, you shouldn't be breaking this rule! 

Here are a a few tips about specific items of clothing:

Bras - My student teaching adviser addressed the whole group of us about to start our student teaching and talked to us about nipples.  She told us that when you are nervous it is not uncommon to get visible nipples.  If you teach Kindergarten, maybe no one will notice, but teaching teens, well, that is a bit of a nightmare.  The simple solution is a slightly padded bra.  I used to always have a cardigan sweater handy because I get a chill easily, which leads to the same problem. 

Underwear  - Right now (2012) low rise pants are still fashionable, though I did see them say on the last season of Project Runway that high waisted pants were fashion forward.  (I hope that is wrong because I find low rise so much more comfortable).  Get bikini underwear, and get it low cut.  This will prevent worry about your underwear showing when you lean over.  I also recommend trying boy cut briefs instead of thongs to prevent pantilines.  I also recommend pantiliners, especially around when your period starts.  Teachers do NOT have the luxury of running to the rest room if they feel something might be starting.  A pantiliner should get your through until you can get someone to watch your class for a few minutes or a natural break. 

Skirts - As a teacher, there is a distinct possibility that you will be back lite when you walk around the room in front of your windows.  Make sure that any skirts you wear aren't going to be too transparent.  Also remember that you may be sitting down in front of a room full of students who are almost at the level of  your crotch.  Your skirt must be long enough so that they aren't looking right up it at your underwear.  I also used to worry if my shirt was showing too much when I walked down stairs as students were walking up them.  I know slips are out of fashion, but a slip will help you feel more confident in all these areas, and also prevent pantilines. Any skirt that doesn't reach the tips of your fingers when they are held at your sides is too short (unless you have unusually long arms). 

Shirts - Obviously, nothing should be too tight or low cut.  As I mentioned above, lean over in front of a mirror in any shirt you plan to wear teaching.  Also, raise your arms all the way up to see if your shirt moves up more than you feel comfortable.  Also be careful of fabric that is too see through and shows your bra outline.  Lastly, if you wear a button up shirt, make sure that nothing can be seen through the button gaps.  You can use fabric tape to close gaps between buttons.

Shoes - Sensible shoes are most important.  You might be standing a lot of the day.  You might have to run or at least walk swiftly.  You might have to go up and downstairs several times.  No stripper shoes!  I'd also say to leave the very causal flip flops at home until you are well established.  

Make Up and Hair - Keep it low key.  Anything  over the top can bring out the worst in kids to pick on, either to your face or behind your back, and even if that doesn't hurt your feelings, it distracts from your teaching.  If you are teaching high school, avoid hair and make up that makes you look too young.  I used to wear my hair up and avoided funky nail polish and glittery make up while teaching.  I saved those for weekends, or causal Fridays a couple months after school had started. 

Top Writing Mini Lessons

Effect / Affect

Homophones such as the theres

Punctuating dialog

Complete Sentences

Expository paragraph template

Funnel paragraph introductions

Conclusion template

Formatting titles

Comma rules

Semi colons

Colons

Ending with a preposition

Passive voice

Parallelism

Removing I from formal essay writing

Strong verbs / removing "to be"

Removing vague words using banned word list

Plagerism

Summarizing

Paraphrasing

Quoting

Citation