Posts tagged grading
English Teacher Anxiety: Using Our Own Tools to Quiet Panic

When I first started working on this post, I looked up synonyms for anxiety. Not that I needed a definition, I just was curious what would pop-up on the page. The word that stuck out to me the most was mistrust. As English Teachers and teachers in general, we mistrust ourselves based on our profession workload because it is a.) overwhelming and b.) important work. We come to grasp that we can never achieve perfection, and for many perfectionists, this means in our minds we think we are settling. Teacher anxiety does not apply to just English Teachers alone, but the volume of paper and grading that is specific to the teaching of English creates an interesting dynamic where we often feel behind, tired, and downright depressed. I am not putting on the table that other subjects do not have grading issues, but there is a special place in my soul that dies a little when I take 76 MLA research paper rough drafts home to grade.

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Slow Down to Go Faster: Handy Tips for Individual Student Writing Conferences

I just finished 95 student writing conferences on Friday. Besides going through my fair share of coffee and green ginger tea, I have come out on the other side a bit more reflective. This whole process started with a student comment three weeks ago, when students were getting ready to turn in their first draft of their research papers.

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How Hop-Checks Keep the Writing Teacher Sane

I first starting calling these things labeled "hop-checks" as a joke. I was talking with my teaching buddy on our plan time, and she was telling me about her "class list" system that she uses during class. "So, you just hop around with a pen and pencil and check off what they are doing?" I asked. Her response was "Absolutely, I do." Little did I know that hop-checks would become not only common practice- but exemplary practice- in my writing classroom. 

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Paper Problem Series Post 1: Identify the Problem

I love a good problem. Problems that seem to have impossible solutions seem to be the best puzzles to try to solve in the field of education. Something like getting Math teachers to love writing or eliminating tracking in student schedules or figuring out how to motivate the one student that seems like no strategy, plan, solution, or special team can figure out a plan to help. The problem that I am trying to tackle involves English teachers and how to take in, process, utilize, and implement grading practices/feedback during writing instruction and in the day-to-day ELA classroom. 

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