Case Study - Late Assignments

Introduction

The case study approach of this module has been designed to create an awareness of the general classroom behavioral problems that may be encountered on a day to day basis. The examples here are generalised and may be applied to situations other than the ones given here.

Description of the problem

Each student in the class is supposed to hand in all daily assignments by the end of each day. Approximately half the class gets all its work in on time. The other students are one or more days late in handing in their work. Periodically, the teacher has to allow a day for students to catch up on their assignments. By the next day, some students are already behind again.

Causes

The most common reason for students turning in their assignments late is that they are not held accountable for getting work in on time. If there is no consequence for turning one's work in late, there really isn't any compelling reason for getting work in on time. Other contributing factors may be the time_lines with which work is returned to students and the type of feedback students receive regarding their work. If the students do not get assignments back with corrections and feedback from the teacher, or if they don't get assignments back for several days at a time, they may assume that it makes no difference when they get their work in. In fact, they may feel that it makes no difference if it's handed in at all.

Goal

All students will hand in their papers on time.

The Plan:

Step 1:
Make sure students have enough time to complete their assignments. Make sure that assignments are at appropriate instructional level.

Step 2:
Let students know when daily assignments are due. When possible, have students hand in work right before you are ready to correct it. In most classrooms, this will be right before students go home. It will also help students if you pace them throughout the day.

Step 3:
Schedule a fifteen to twenty minute work completion or free time period just before daily work is due. This will generally be at the end of the day. This period serves a dual purpose. It allows students to complete unfinished work, and it also allows those who have finished their work to take part in a fun activity.

Step 4:
Establish a consequence for students who turn in unfinished work. Some students may turn in unfinished work so that they can take advantage of a free time period. The best consequence for this problem is to have the students complete the work at the beginning of the next day's work completion or free time period. This serves as a logical consequence. The student loses free time because he or she has turned in incomplete work so as to take advantage of a free time period.

Step 5:
Establish a consequence for students who do not complete work by the end of the work completion or free time period. If you use grades, one consequence could be to reduce the student's grade. An easy formula to follow is to lower the paper's value one grade for each day it's late. Another option is to have students stay after school until work is completed. Make sure that you have parental permission if you keep a student after school. If it is not possible for a student to stay after school, you may wish to have the student complete the work at home that evening.

Step 6:
Correct student's work and return immediately. Your students will learn a lot about getting things done if they see how promptly you complete your work. If, however, they often see you get behind in correcting papers, they will be more likely to get their work in late. Provide a good model and stay on top of grading papers.