When Teachers SHOULD NOT Grade Student Grammar in Essays (Episode 67)

      Today, we’re having a conversation about all those grammar errors in student essays and how to save hours of time and our sanity while grading them.
       Watch the YouTube video here >>> https://youtu.be/Nq9OQy4Vwmc
 When Teachers SHOULD NOT Grade Student Grammar in Essays (Episode 67)
       It’s soooooooo difficult. We know the feeling. We’ve got the stack of essays in front of us and an enormous mug of coffee (or some other beverage of sanity). And we’re grading, grading, grading … not at home, of course, because we drew that permanent line in the sand back in Episode 3.
      And this feeling overcomes us … we can’t even help ourselves … there is a huge disturbance in the force and it’s the grammar errors in this essay. And this one. And this one. Okay, almost all of them.
      And we feel like we need to fix them all. And we have good reasons that we think we need to fix them:

  • The learners need to know how to use correct grammar in life or they’ll get mocked on TV or social media or won’t get hired.
  • Some learners have even told us they actually want to know the errors they made.
  • If we leave a grammar error uncorrected, it means we think it’s okay for them to use incorrect grammar.
  • If we leave a grammar error uncorrected, another teacher or parent or admin might see it and think we’re incompetent.
  • We need to prove to our students (and parents!) the reason they earned the grade they did, and if we don’t mark up a whole bunch, they’ll think they deserve a higher grade.
  • They won’t know what to fix if we don’t tell them.

      And these reasons and any others in your mind might all be true, to some extent. But they can all be overcome, and none of them are reasons to grade grammar in every essay you grade.

So let’s talk about when we SHOULD grade the grammar and when we SHOULDN’T.

      To do that, we need to separate the steps of the process and actually see each step as separate. Ideating is not outlining is not drafting is not editing is not publishing. And there’s only one step in the process that we the teachers should care about their grammar (maybe).
      Because worrying about grammar KILLS THE IDEA PROCESS for many people. Ideating and editing MUST BE KEPT DIFFERENT. All those marks on their paper just tells them that their ideas suck and kills the creative energy. It kills their desire to play, to explore, to idea adventure. It makes them afraid to get their ideas down on paper because their ideas might be wrong … even though we know wrong grammar doesn’t mean wrong ideas, they don’t feel that when they see all the marks.
      And that’s because the ideas and the grammar ARE DIFFERENT parts of the process. All the first stages of the process are about helping them get their ideas onto paper and into better and better flow, better logic, better persuasion … all that. And if we have them thinking about their spelling and commas and all that crap, then we kill them.
      But wait, wait, even back in 2nd grade my learners were being tested on their grammar. On the test they have to do all the stages in one sitting and they only have one shot.
      You’re exactly right. That is the one stage of the process when the grammar absolutely matters and needs to be correct … when they publish. And testing is one of those times. The publishing stage is last. And we have to scaffold them to that level. That’s one of the bummers of testing is that very few places in real life do we have such a rushed and pressurized writing process. It doesn’t equip them for a real life scenario, but it does equip them for the real life process.
      So what you’re saying is in all the time when you’re training them through how to ideate, outline, and draft, you’re not worrying about grammar and spelling. They can still get it right when they can, but we’re not going to WORRY about it in those stages because those stages are about the ideas.
      Yes, then once we’ve got the thing written and our ideas revised, then we can polish things up and make them pretty. That’s when we take the thing to publish. But that’s also where the in-house state testing process messes things up and stops modeling real life.
      Okay, so let’s go deeper on the idea of polishing. When we were talking the other day in the car, you went pretty deep on that process.
      Yeah, it’s a process I’m passionate about because I’ve learned it the hard way while writing and editing my four unpublished novels. We often combine the revising and editing stages into one stage, and they need to be kept separate whenever possible. And I think it’s focusing on and fixing the spelling and grammar that combines the stages. I call that polishing things up. Polishing is when we’re making things pretty so we can publish.
      But the revising stage isn’t there yet. Is that what you’re saying?
      Revising is just that a re-vision. We have to be able to look at the ideas and the structure and flow and validity and persuasiveness of the ideas in order to see what to keep, what to tweak, what the sledgehammer, and what to trash completely.
      And that’s where spelling and grammar makes it hard to edit. When we focus on fixing all those little grammar parts in the revising stage, we’re polishing our sentences up and it makes it really hard to then tweak, sledgehammer, or trash them.
      Because we’ve made them all pretty. And I could see how it could make you frustrated too because all that grammar and spelling editing would end up a waste of time if you later deleted the sentences, paragraphs, or complete pages.
      Exactly. It feels like a waste of time. But even worse, I think, is that it distracts your idea flow with a completely different mental process … editing. Ideating and editing are completely different. Right brain vs. left brain. It’s hard enough to use our brains, so let’s keep ourselves in one hemisphere.
      I love that … because we’re teaching them how to think … literally … How they can maximize their thinking energies and flow into one side of the brain at a time.
      Yes. I think it’s vitally important.
      Then after they’ve finished the whole process and are getting ready to publish, that’s when you could focus on all the grammar or maybe just focus on the most recent grammar you taught: “On this essay, you’ll be graded on your comma usage with compound sentences. Make sure you use 10 commas with coordinating conjunctions … or something like that.”
      I like the sound of the process. Feels super clear.
Conversation of the Day: What grammar or spelling error do you compulsively feel you have to correct?
       Hop on over to watch the video and share your thoughts in the conversation.
 When Teachers SHOULD NOT Grade Student Grammar in Essays (Episode 67)

Faith and Beliefs in the Classroom: Students’ Rights Edition (Episode 66)

      Today, we’re gonna start sailing out into some tricky waters with a video series of conversations about Beliefs in the classroom. Today’s focus: What are students allowed to do? 
       Watch the YouTube video here >>> https://youtu.be/5fqN8ZCtyfg
 Faith and Beliefs in the Classroom: Students’ Rights Edition (Episode 66)
       Everyone has their own kind of belief system about the world. This includes religion, faith, politics, philosophy, ecology, etc. And there are a lot of feelings out there around this topic … Faith and Beliefs in the public school classroom.

  • Maybe we’re confused about the laws and aren’t sure where to start.
  • Maybe we want to dive in, but we’re afraid of doing it wrong and losing our jobs. 
  • Maybe we’re angry at teachers who try. 
  • Maybe we’ve kind of ignored the rules because we feel like we should be able to talk about anything we want. 
  • Maybe we just want to make sure all students have the right to be represented and want to know how.

       We thought it’d be good to start with what the law says and get that cleared up. Parents, students, teachers, and admin all have their own rights and regulations around this but they all echo the same basic principles. Whichever of these groups you’re from (Parents … what can your child do? Students … what can you do? Or Teachers … what can your students do?), we just want to add more clarity for you around what is allowed and what isn’t.
       We’ve tried to make sure we’re accurately outlining these, but please make sure you also look these up too. We’re in this with you and are always learning ourselves.
       So for today, let’s zoom in on students’ rights regarding faith at school.

       The 1st Amendment of the Constitution has the first solid word on this:
       “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”
       This means that schools can’t make anyone practice a certain religion but also can’t prohibit the free exercise of it. Schools also cannot abridge the free speech of students.
       But if students were allowed to do or say ANYTHING related to religion, then school could get a little crazy. Which brings us to the 2nd general rule:
       If a school allows any student or group to exercise a right, it must allow all students or groups to exercise that right.
       The last general guideline is that schools can infringe on a right if it is seriously preventing school from functioning smoothly and they must infringe on them all the same.

       So let’s dive into some details.

  • Students can wear religious clothing and jewelry as long as it doesn’t “interfere with the operation of the school” or isn’t lewd or obscene.
  • Students can pray on their own or in self-gathered groups as long as they don’t disrupt school activities.
  • Students can talk about their faith in their schoolwork, projects, artwork, as long as it accomplishes the assignment in quality ways.
  • Students can invite friends to their faith-based events as long as they are respectful of other students’ space and don’t disrupt school activities. 

       This is where the 1st Amendment is joined up with the Equal Access Act. It says that:
       “(a) public secondary schools that receive federal funds (b) “[cannot] deny equal access or a fair opportunity to, or discriminate against” (c) “any students who wish to conduct a meeting” (d) within that “limited open forum” (e) “on the basis of the religious, political, philosophical, or other content of the speech at such meetings.”

  • Students can distribute printed religious material as long as they don’t significantly disrupt school activities.
  • Students can post flyers or announcements in public spaces where anyone else is allowed to post non-religious content.
  • Students can start any kind of club they want to and invite any outside speakers they want. 
  • Students can mention their faith and religious scriptures in special speeches or ceremonies like awards or graduation.
  • Students can mention their faith and ask faith questions during classroom discussions and while studying novels and stories, history, science, or anything they see their faith as relevant to the learning community and isn’t disruptive.

       Phewee! That was a lot. But we wanted to make sure we brought up a bunch of the different situations to help us better understand the nuances.
       So ... POP QUIZ TIME?

QUESTION: Who can have a club at school?
ANSWER: Anyone. That means Catholic, Jewish, Muslim, Christian, Sikh, atheist … anything. That also means Communist, Democratic, Republican, KKK, environmental, LGBTQ, or anything else similar.
       As well as, of course, chess, cheer, The Walking Dead and disaster prep, robotics, etc.

QUESTION: What if the students can’t find a teacher who will supervise their group when they meet?
ANSWER: Then they can’t meet. Each group has to have a staff chaperon who will supervise the meeting for safety. We’ll get into how much they can get involved in the meeting during our Teachers’ Rights video. But if students can’t find a teacher, they can’t meet.

       So that means that’s the one tricky, fudgy, gray area about whether students get to exercise this right. Because the school can’t make a teacher host a meeting during their non-teaching time. So if the KKK club can’t find a teacher willing to host their group, they can’t meet. And it seems the teachers can have plausible deniability about why they can’t volunteer to supervise a group.
       Yeah, I remember at my public middle school, there was a group of students who came and asked me if they could meet for the Bible club in my room during my lunch time once a week. I said yes and basically worked the whole time and my stuff. They’d bring in pizza, different youth group leaders to lead in Bible studies or activities and such. They’d invite each other to each other’s churches and activities and work together for community-wide service events. And all I the teacher had to do was be there to supervise. But I could have said “No.”
       So there you go. That’s it for Round one exploring the rights of students and how they can live out their various belief systems. Stay tuned for more videos about Teachers Rights and maybe a couple more.
Conversation of the Day: What questions do you have about students’ rights to practice their faith at their public school?
       Hop on over to watch the video and share your thoughts in the conversation.
 Faith and Beliefs in the Classroom: Students’ Rights Edition (Episode 66)

The First Person Teachers Should Help Each Day (Episode 65)

      Today, we’re gonna talk about the first person teachers should help each day.
       Watch the YouTube video here >>> https://youtu.be/Nq9OQy4Vwmc
 The First Person Teachers Should Help Each Day (Episode 65)
       If you’ve flown on an airplane before, you likely remember the presentation the flight attendants give showing you what to do if there is an emergency. Seatbelts, flotation devices, all that. And the breathing masks. Do you remember what they say about putting on the mask?
“Remember to put your own mask on first before trying to help anyone else.”
        I love that. It’s so simple and clear … put our own masks on first. It’s so easy to forget that day to day. Especially for us teachers. We teachers are super giving people. We’re sacrificial. Most of us became teachers so we could make a difference in the lives of children and the future adults they’ll become. We care. The trouble comes when … in our caring so much for others … we sacrifice caring for ourselves.
        And we’ve actually had this topic in our list for a while, so today felt like the perfect day to discuss it because he’s sick. :)
        Yup, two weeks ago, I took an overnight red-eye back home, got sick later that day, and have had some version of something for two weeks now. As I look back, it’s likely because of a combination of choices to not care for myself first.
        So what could this look like … this “caring for ourselves first”?
        In no particular order … Food is crucial. It’s our fuel. If we’re putting bad fuel into our bodies, we won’t run well. We’ll be tired, won’t be able to focus, and all kinds of other things.
        Exercise. So many studies show that exercise gives us physical energy, and stimulates our minds, and helps us sleep better.
        Sleep. Gotta sleep. I love me my sleep. They say 7 hours minimum for adults. I know many of us buck that system a lot and might even believe our bodies and minds are different. We’re not going deep into that here today, but we are going to ask if we’re “putting on our own mask first” by getting enough sleep.
        Mental health. Shakespeare said, “To thine own self be true.” We’ve gotta know ourselves. How is our mind doing? Our emotional state? Our psyche? Are we good? Do we need to talk with an expert about it? There isn’t any shame in doing so, even if it feels like there is.
 our series of videos on HOW TO LEAVE ON TIME AND NEVER TAKE PAPERS HOME AGAIN
        Balance. We’ve talked about it all through our series of videos on HOW TO LEAVE ON TIME AND NEVER TAKE PAPERS HOME AGAIN. We’ll say it again … we have to set boundaries and stick to them. We need to zoom out and examine if it feels like a certain part of our lives is taking over the others. Is it? If so, we likely have a balance issue. It’s hard work, but we’ve gotta wrestle things back into alignment. Put our own masks on first.
        If we don’t, how will we expect to pour everything we’ve got into our moments teaching and with our learners? How will we be balanced enough to pour into our teaching colleagues? To respond well to parents? To respect and collaborate with our admin? To handle the daily looming tide of teaching pressures?
        Put our own masks on first. So what does that look like for you today? Where do you need to start? What’s your next step?
Conversation of the Day: What does “putting your own mask on first” mean to you today?
       Hop on over to watch the video and share your thoughts in the conversation.
The First Person Teachers Should Help Each Day (Episode 65)

We Dare You to Read These 32 Books and Not Improve Your Money Life


I made this list for someone else and thought I'd share it here. These are the best books on leadership, business, marketing, and wealth that I've read. They are excellent. You will be better for reading them. We Dare You to Read These 32 Books and Not Improve Your Money Life. I even put them in order to create a learning path for anyone who wants to take it.

We Dare You to Read These 32 Books and Not Improve Your Money Life
* TOTAL MONEY MAKEOVER by Dave Ramsey
* THE WAR OF ART by Stephen Pressfield
* A RANDOM WALK DOWN WALL STREET by Burton Malkiel
* RICH DAD, POOR DAD by Robert Kiyosaki
* THE RICHEST MAN IN BABYLON by George Clason
* CRUSH IT by Gary Vaynerchuk
* THE FOUR HOUR WORK WEEK by Timothy Ferris
* THE MILLIONAIRE NEXT DOOR by Thomas Stanley
* THE THANK YOU ECONOMY by Gary Vaynerchuk
* TRIBES by Seth Godin
* LYNCHPIN by Seth Godin
* OUTLIERS by Malcolm Gladwell
* BLUE OCEAN STRATEGY by Renee Mauborgne
* JAB, JAB, JAB, RIGHT HOOK by Gary Vaynerchuk
* MADE TO STICK by Chip Heath
* THE OTHER 8 HOURS by Robert Pagliarini
* THE MILLIONAIRE MIND by Thomas Stanley
* THE INTELLIGENT INVESTOR by Benjamin Graham
* HOW TO WIN FRIENDS AND INFLUENCE PEOPLE by Dale Carnegie
* 7 HABITS OF HIGHLY EFFECTIVE PEOPLE by Stephen Covey
* Every book by Patrick Lencioni
* THINK AND GROW RICH by Napoleon Hill
* PURPLE COW by Seth Godin
* THE DIP by Seth Godin
* DELIVERING HAPPINESS by Tony Hsieh
* FISH by Stephin Lundin
* GOOD TO GREAT by Jim Collins

That will get you started.

And if you think you don't have time to read these, you do. I read them while driving to work (a little thing called audiobooks) ... running around the park ... accomplishing mindless work ... driving on roadtrips ... etc. And if you think you don't have money for audiobooks, I just sold each one back on Amazon to someone else after I finished reading and got most of my money back.

For each topic, I simply Googled "Top Ten Business books" ... "Top Ten Investing books" ... "Top Ten Wealth Building books" ... "Top Ten Marketing books" ... "Top Ten Leadership books" ... etc. Then I compiled the top 10 books that continually showed up on everyone's lists. Then I read them, sometimes twice. Then I tried to apply them.

Teacher Q&A - Grading Essays 10x Faster

First off, if you haven't watched the original video, do that now. Unless, of course, your favorite weekends are the ones you spend grading papers ... in that case, as you were.
The 12th installment in our series: How to Leave on Time & NEVER Take Papers Home Again ... Today, we show how to grade student essays 10x faster & watch their writing quality skyrocket. For real...40 hrs down to 4 hrs.
Then, if you haven't seen or used our super practical Essay Revision Checklist for learners to use with their essays, you can purchase the rubric/checklist here (and get the video for free).
Now today, we're answering teachers' questions about the process of Grading Essays 10x Faster. We really want to illuminate this for you and make your lives easier. 
Now today, we're answering teachers' questions about the process of Grading Essays 10x Faster. We really want to illuminate this for you and make your lives easier. So here are 3 video answers to teachers' questions and we'll be answering more almost every day going forward, so join the community!
Today's Grade Essays 10x Faster Q&A ... "When you read the drafts and give a letter grade, how do you determine the fairest mark? What use do rubrics have in this process?   We're answering teachers' questions about the process of Grading Essays 10x Faster. We really want to illuminate this for you and make your lives easier.
 Today's Grade Essays 10x Faster Q&A ... "What do you do in the rare case when the grade the student gives herself doesn't match the grade you gave them?"  We're answering teachers' questions about the process of Grading Essays 10x Faster. We really want to illuminate this for you and make your lives easier.
 Today's Grade Essays 10x Faster Q&A ... "Hello! I just watched your video about grading essays 10x faster, and I wanted to ask you one question of concern. I'm a little worried that students would panic (and possibly cry) if they saw a certain letter grade. Did you actually count the letter grade or was it more of a hypothetical grade if they did not make any changes?"  We're answering teachers' questions about the process of Grading Essays 10x Faster. We really want to illuminate this for you and make your lives easier.
If you have any questions of your own that you'd like us to answer, please leave a comment below, and we'll get working on it. Thanks for being a vital part of our community. Keep on being awesome!



What the Ditto is a Worksheet? (Episode 64)

      Today, we’re gonna talk about the wonderful world of worksheets and why some teachers think they’re the devil. Oh, the warmth of fresh copied papers ... And the glorious smell of the ditto papers…

       Watch the YouTube video here >>> https://youtu.be/3yRpU1uqPwY
Today, we talk about the wonderful world of worksheets and why some teachers think they’re the devil. We probably all know the concept of the “worksheet and video teacher.” You know, that teacher we imagine never engages his classroom and sits behind his desk organizing his fantasy football team or shopping for her new season wardrobe. But what exactly do we mean by "worksheet" and how do we rise above being a "worksheet and video" teacher?
        Oh, if I had a papercut for every time I heard someone talk down about “worksheet teachers...” We probably all know the concept of the “worksheet and video teacher.” You know, that teacher we imagine never engages his classroom and sits behind his desk organizing his fantasy football team or shopping for her new season wardrobe.
        There’s something about this term “worksheet” that carries a negative connotation nowadays. We recently saw a discourse on Facebook where teachers were discussing worksheets and lots of shame was being heaped on people. Oh, the online shame-heaping.

Here are some quotes from this conversation:
  • “Teachers that use lots of worksheets are crappy teachers.”
  • “If you are dependent on worksheets and workbooks to get learning to stick, it’s a problem.”
  • “Worksheets do not challenge students to think, but rather to replicate.”
  • “Worksheets are for lazy teachers who can’t teach.”
  • “Worksheets = drone work.”
  • “How about just STOP it with the worksheets!”
        It’s all pretty negative, but I think part of this is because we’re functioning under different ideas of what a worksheet is. So what do we mean by “worksheet”?
        Do we mean anything that is photocopied or printed? So are we supposed to live in a world without photocopiers because everything on paper is a worksheet and therefore terrible?
        Do we mean a boring assignment on paper?
        Do we mean a graphic organizer?
        Do we mean “shut up sheets”?
        If it’s in Google Drive, is it no longer a worksheet?
        What if it’s in an interactive notebook with scissors and glue?
        Do we mean anything that is busy work?

        Because we never define this, I have a hunch this is shame language for something much more complex than we’re giving it credit for. Especially with all the data coming out about how we learn better when we physically write things out as compared to typing. By being against worksheets are we really saying we’re against students writing their thoughts down on paper with a pen?
        I think what we’re really talking about is depth and complexity. Critical thinking. Does the assignment actually get students thinking or not? I think we’re talking about what Benjamin Bloom put in his graphic organizer we call “Bloom’s Taxonomy.”Knowledge > Remember previously learned information
  • Comprehension > Demonstrate understanding of the facts
  • Application > Apply knowledge to actual situations
  • Analysis > Break down objects or ideas into simpler parts and find evidence to support generalizations
  • Synthesis > Compile component ideas into a new whole or propose alternative solutions
  • Evaluation > Make and defend judgments based on internal evidence or external criteria
        So when we’re talking bad about worksheets, which level of Bloom’s Taxonomy and higher order thinking skills are we saying these bad worksheets accomplish?
  • Are we saying we’re against knowledge worksheets?
  • Comprehension worksheets?
  • Application worksheets?
  • Analysis worksheets?
  • Synthesis worksheets?
  • Evaluation worksheets?
I imagine we’re talking about knowledge and comprehension level stuff. Aren’t we also talking about some of the really ineffective “teaching” methods or classroom management methods connected with teachers who hand out knowledge and comprehension worksheets a lot? And aren’t we also talking about how boring and out-of-date those worksheets look most of the time?
        So if we were using paper assignments where students were applying, analyzing, synthesizing, and evaluating their world, their novels, or whatever they’re studying, we’d be okay with that, right?
        Someone else in the conversation says, “There’s an art to utilizing a worksheet.” And I totally agree with this. There’s an art to utilizing anything in the classroom. Teaching is an art. It doesn’t matter which classroom tool we’re using at whatever level of Bloom’s Taxonomy, it takes artful teaching to engage the students and make the learning stick.
        Another factor here is the large teacher conversation right now about student-driven learning, giving students the reins to their learning instead of the teacher being the deliverer of all information. And in with that conversation in mind, I find it hard to imagine a worksheet that does very well at student-driven learning.
        Worksheets (no matter how good they are at applying, analyzing, synthesizing, and evaluating) are more difficult to make student-directed. They required students to go independently practice and come back and the teacher has to do this artful dance of making the discussion about what they wrote down on their worksheet interesting and helpful the second time around.
        Do you think worksheets have a more negative connotation in elementary or secondary?
        Ultimately, our goal today was to hopefully release some of us from the shame of using worksheets. And we wanted to focus the conversation to where we think it really matters, which is: “Do our current worksheets challenge our students to think, or just to replicate?” And how can we adjust them or find new ones that really encourage deeper thinking.
        We think we’ve created many deep-thinking resources over in our teaching store, so if you’re looking for grammar, writing, and novel study resources, head on over there.
Conversation of the Day: How long have you been teaching? And what subject or grade level do you teach?
       Hop on over to watch the video and share your thoughts in the conversation.
Today, we talk about the wonderful world of worksheets and why some teachers think they’re the devil. We probably all know the concept of the “worksheet and video teacher.” You know, that teacher we imagine never engages his classroom and sits behind his desk organizing his fantasy football team or shopping for her new season wardrobe. But what exactly do we mean by "worksheet" and how do we rise above being a "worksheet and video" teacher?

Get ALL Your Students to Do Their Homework over the Holidays (Episode 63)

      Ever have trouble getting your students to do their homework over holiday? Today, we’re gonna share the magical secret to get EVERY STUDENT to do their homework over the holidays.

       Watch the YouTube video here >>> https://youtu.be/ItQBp7Jpvz0
Ever have trouble getting your students to do their homework over holiday? Today, we’re gonna share the magical secret to get EVERY STUDENT to do their homework over the holidays.
        Whether you’re in Australia with 4 holidays (I love year round schedule) or Britain with 6 or the United States with a bunch of various length holidays, the holidays are coming and so is your decision … Do I give them homework over the break? And if I assign any, is there a snowman’s hope in hell of them actually doing it?
       We assign them projects. Essays. Reading assignments. Group projects. Bundles of practice work. So the question is … Why? Why do we assign them the homework?
       We feel guilty that we’re behind in our lesson plans and need them to catch up, so we feel better. And we might even be blaming them for our plans being behind.
       We want them to keep progressing along.
       We feel some unseen pressure from someone to keep our kids doing stuff all the time or we’re a bad teacher. Is this an imaginary pressure?
       We just know they’re going to waste all that time watching movies and playing video games, so we need to give them something worthwhile to do with their time.
       Whatever the reasons are, the day after we return from break has the same result every time. The smart, responsible kids did their homework. And they feel good about themselves because they know there’s a good 40% of the students who didn’t do anything and are feeling like failures, so they get to feel good. They also likely hate you, teacher, just a little bit for making them feel guilty enough over break to do their work so they wouldn’t have to feel like those losers over there.
       The reality for those responsible kids is that they are always responsible like that, so they needed a break. And with honors kids, we needed to force them to shut off and take a break because they won’t do it on their own.
       And for the usually “not responsible” kids, if we’re honest we knew they weren’t going to do their homework. They’re just not. And we’re either hoping they’ll do the right thing for once or that they’ll feel bad about not doing the right thing so they’ll do the right thing next time.
       Well, and then there are all the complexities of our students’ home lives, the possibilities are too many to list, but maybe the “not responsible” kids have enough stress to handle at home without homework being added. Often the students that struggle with or don’t understand homework, don’t have support at home that would make the homework valuable practice anyways. This isn’t said to shame the families, juggling family life responsibilities can just be chaotic.
       Now, as parents, we’ll be blunt, we don’t like the responsibility looming of making sure there is time for our kids to do their homework. We’re planning festivities, traveling to see family, trying to remember to do memorable traditions with the kids, juggling childcare and work, encouraging a heart of thinking of others, and practicing parenting shame resiliency . . . the last thing I want to do is make my kid complete homework.  
       So are you ready for the magical secret to get your every student to do their homework over the holidays? Here it is …
DON’T ASSIGN ANY HOMEWORK.
       Every kid will do it. They’ll survive. Heck, they might thrive. They’ll come back refreshed. They’ll come back not feeling guilty. They’ll come back loving you because other teachers gave them homework. You won’t have a pile of busy work to grade. You won’t have to dive right into project presentations. You won’t have to have those tough phone calls with parents about why their kid didn’t do homework over break.
       So we give you permission, in case no one has given you permission before or you’ve been feeling that unseen, unspoken pressure … You can assign ZERO homework over break and still be a good teacher! In fact, you should leave all your papers at school too. No homework for you either! Leave them all at school, and you’ll still be a good teacher. Make sure you’ve got things planned for those 1st two days back after holiday, then walk out with NOTHING.
       Or if you’re going to assign anything at all, maybe just a little reading. But even then we’re going to feel like we need to assign a whole book or 5 chapters of the novel we’re studying in class. Then we have to deal with the 40% of them who don’t read the chapters and now what do we do because we’re not all in the same spot in the novel.
       So we give you permission to fight the urge … don’t assign any homework … for the rest of your teaching career you can make sure your learners always do their homework over holiday.
Conversation of the Day: What is getting in your way from assigning ZERO homework over holidays?
       Hop on over to watch the video and share your thoughts in the conversation.
Ever have trouble getting your students to do their homework over holiday? Today, we’re gonna share the magical secret to get EVERY STUDENT to do their homework over the holidays.

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