Time to Work in Class

[New Math]

I'm a new high school math teacher. Sometimes when I give students time to work on HW in class they sit around and do nothing. It's not the same problem of blatant disrespect and yelling at me, they just don't use the time wisely, even when I ask them too. Any advice?

[Lisa's Hotscakes]

Why ask them? Tell them.

[Kristi]

As a second year teacher, I can see where you're coming from. Just asking or telling them a task doesn't always get the job done. Maybe you should try some type of reward system...for example, for each minute of being on task they earn points on homework, etc.

[Lisa's Hotscakes]

...for example, for each minute of being on task they earn points on homework..

I wouldn't do that, as homework scores should be based on their academic achievement.

[Kristi]

HW should be based on academic, but in reality what teacher grades each and every homework assignment? Not too many from personal experience (as a teacher and student) especially in a math classroom. HW is graded on effort a majority of time. When I assign homework, my ultimate goal is for the student to practice problems. Those points would motivate the student to practice in my opinion. :D

[Unregistered]

I bet Lisa never gives kids credit for trying....Let's see what her response will be now! Come on Lisa....give us a good response!!

[Lisa's Hotscakes]

I bet Lisa never gives kids credit for trying....

Another red herring. The issue is the dispensing of homework credit for work that is completely unrelated to homework. A student's grade should have no bearing on how much they are on task during the day. Homework should be based on what they turn in to be scored.

Students need a clear understanding of how grades are dispensed and categorized. That doesn't mean credit can't be given for participation, but that should be assigned a separate category.

And no, I do not give credit for effort on a homework assignment, although I do give some credit towards participation for those who work hard. If I were to give a student a B on work that is really a C, then I would be sending the wrong message to that student and providing him little feedback.

[Kristi]

If you give no credit for effort then why do you include participation in the grading scale? I'm not trying to be difficult, but the if the overall grade is to be a reflection of their academics...why include participation? Participation to me is an effort grade.

[Lisa's Hotscakes]

If you give no credit for effort then why do you include participation in the grading scale?

I give no credit for effort on their homework assignments. If teachers want to give some credit for effort, they should have it as a separate category. Otherwise, a C on homework grade tells the students that they are doing fair, when in fact they could be doing miserable.

Their final grade really should boil down to proficiency, otherwise we are advancing students based on our perceptions (and often wishful thinking), rather than real understanding or skill.

[Unregistered]

How about creating a new rule?...they need to show you their paper before they leave with work on it that is completed...you will need a consequence if they do not have work done or they refuse to show it to you. Be prepared for that.

[Shelley]

My suggestion would to give one warning that if they do not use the time effectively, that you will move on to another assignment. Then they actually have to use their OWN time to do homework. Be consistent. One warning should be enough.

[Unregistered]

if its homework then they should be doing it at HOME. If you have extra time during the day then it should be used to reinforce practiced skills. I don't have enough time in a day to allow them to start homework. Maybe you should reevaluate how you are using your time....and is it being spent wisely.

[Lisa's Hotscakes]

Homework can be incorporated into a larger category of independent work. Students can begin their independent work in class, then take the unfinished portion home as homework. I agree that many teachers let students spend too much of their classtime on independent work and not enough on learning new content.

[Unregistered]

I can understand your issues, and I believe that students should be able to choose to work or not choose to work on it. Sometimes, especially in HS, students need to be able to make those choices, nonetheless students that DO choose to use their work time should be rewarded extrinsically or intrinsically and other students will want to get on board. You don't want to be stuck spending your time 80% of your time on only 20% of the student trying to get them to work. They are how they are and I promise (not over night) the students will want to be rewarded and jump on board.
Good Luck!!

[Lisa's Hotscakes]

I can understand your issues, and I believe that students should be able to choose to work or not choose to work on it. Sometimes, especially in HS, students need to be able to make those choices, nonetheless students that DO choose to use their work time should be rewarded extrinsically or intrinsically and other students will want to get on board. You don't want to be stuck spending your time 80% of your time on only 20% of the student trying to get them to work. They are how they are and I promise (not over night) the students will want to be rewarded and jump on board.
Good Luck!!

When did this philosophy of letting the students decide what takes place in the classroom begin? I didn't even let my senior-level college students dictate the schedule.

[Unregistered]

I would no longer give them time to start their homework in class. Assign more class work, or start the next lesson.

[Unregistered]

I tell my students.
You are expected to complete this assignment. You do it in class in case you need help from the teacher or fellow classmates. Your exit out is to have the work completed correctly or if you cannot complete in time you need to stay and finish it or (if needed because you cannot keep the student) to see me for rescheduling or for help.

The next class, I have an entry ticket. I pick one question that the student answers on a small piece of paper. I decide the question. By quickly glancing at the papers, I can tell if the students can do the work. If I need to reteach or talk to a particular student about their work I tell them when to come and see me.

[Unregistered]

When did this philosophy of letting the students decide what takes place in the classroom begin? I didn't even let my senior-level college students dictate the schedule.

Caring Communities and Character Plus programs

[Lisa's Hotscakes]

I belong to the Take Control and Teach Program.

[Ddean]

This is how I handle a similar situation. When I give my students a Review Sheet to do in class, they are told that the Review Sheet is worth 5 bonus points IF completed and IF brought to class and handed in on test day. However, if they do not work on the Review Sheet and wait for me to help them fill in the correct answers at the end of class, they do not earn the opportunity for bonus points. So just before I go over the correct answers close to the end of class, I go around the class & look to see what they've done. I know that sometimes there will be a question here & there they cannot find. If it's more than that, I start making marks on their page where they've not completed so that when the Review Sheet is turned in for extra points, I make a decision then as to whether I can grant the extra points. Same could go for homework assignments started in class. Tell them that they are to make at least a certain amount of progress and you'll be checking and that if the minimum progress is not made by the end of class, you will need to deduct some points for lack of effort. Right before they leave class, ask them to show you their paper. Make a quick mark on their page where they've gotten to. Then you can make a decision when homework is turned in whether adequate progress was made and whether points might should be deducted. Once they understand this system, they'll make an effort to reach the intended goal.

[Unregistered]

There are a lot of great ideas here. I hope that you can begin working on a solution! Just start with one thing and try that! Do what you think will work best with the variety of students you have! You will get there!

[real live WI teacher]

I belong to the Take Control and Teach Program.

Lisa, you ROCK. I'm drawing stares from laughing... where do I sign up for your program?

(I'm stalking you... I've been admiring your posts in a different thread and wanted to read more of what you've written. Will be done and stop following you around soon... unless there's a Lisa Fan Club too??)

[Unregistered]

Well, I now post as Unregistered because of the "Anyone But Lisa" Fan Club, but my style is pretty hard to miss. Just look for the idiotic posts -- mine is the one following. :D