There is much debate over giving learners a zero. Entire books have been dedicated to this topic. Uncomfortable conversations in the staff room occur over this. There are two schools of thought on the zero, and while both sides are justified in their facts and rationale, there is a middle ground.
Let’s reevaluate this concept. What if a zero was the result of low expectations? What if a zero was not a reflection of the learner but of us as educators? While creating future-ready learning environments and preparing learners for their future, we need to examine what this really means.
In today’s workforce, project deadlines, and projects in general, are highly collaborative and easily changed things. Very rarely are adults asked to do projects that don’t include collaboration. Or, their part not being able to get done until someone else finishes theirs. At the end of a project, there’s a presentation, a celebration, and a win. There are questions asked: how did you arrive at this conclusion? What supports this work? Where do we go from here? Very rarely are tasks/ projects submitted without a meeting that seeks clarification or expounding. How many times have we worked on something as an adult only to be asked if the date could be pushed or if we could actually change the task altogether?
How does this convert to the learning environment? There are three things that really need to be considered before assigning a task:
- Is the amount of time given realistic?
- Is this absolutely critical to the understanding of the concept?
- What is my bandwidth?
We need to look at how the answer to each of these questions sets a high expectation and ensures learner success.
Is the amount of time given realistic?
During the high school years, learners have 4-7 core classes. I can assure you that the educators of each of these classes think his or her subject is the most important (weird when we all know English is number one). On top of academics, these learners have sports, clubs, and jobs, and are sometimes the caregivers of younger siblings. With all this, in conjunction with the possibility of 45 to 60 minutes worth of homework in each subject- there aren’t enough hours in the day. I used to create a calendar each month that showed what was being done in class that day and then what homework was and when it was due.
Learners knew what to expect ahead of time and how to budget. They were always given at least two nights to complete a task. This being said, there was an expectation on my part that I knew a month ahead of time exactly what that calendar would look like. If learners couldn’t complete a task in time, I’d ask them to see me and talk to me about it, or we also had the post-it system: a learner could write me a note saying they don’t have the time to complete the work, but they will hand it in by X. By the end of the period, I’d respond to that post-it. Sometimes, I’d ask follow-up questions: any chance you could get it in by X? Is everything ok? Is there anything with which I can help? I’d always end by saying: thank you for advocating for yourself. I’m so proud of you, and I’m glad we could come to an agreement that you will turn this assignment in by X.
Very rarely is the reason for not completing an assignment because of laziness or apathy. Far too often, it’s because of time constraints and other external issues. Just as we have families, friends, and other things that need our attention each night, so do learners. It’s also important to note that one of the ways in which we can differentiate instruction is time.
Is this assignment absolutely critical to the understanding of the concept?
How many times have we as adults been asked to do something we deemed as “busy work”? Furthermore, how many times have we rolled our eyes and mumbled under our breaths that this was a waste of time? Before assigning, ask yourself if the learner would not be able to complete X without first having done this assignment. Is this a concept reinforcement? Would they not understand the next day’s lesson without this assignment? Realistically, how much time would this assignment take for my average learner? My struggling learner? How engaging is this assignment? Evaluate each assignment you’re giving. If it’s so that there’s another grade, that’s not a good enough reason.
Earlier in the school year, we had a hurricane. This hurricane shut schools down for a week. Many learners and families were without power, running water, and in the saddest cases, without homes. My friend, an educator, called me in a fury. Her son, a sixth grader, checked Canvas (the school’s web platform). Her son had a new assignment in there- one that required a poster board- and was due the next day. My question is: in what world is this reasonable? Parents who were first responders could not go and purchase the poster board needed. Learners who were without power could not see this assignment, nor could they complete the assignment without the ability to print pictures from a computer. The poster board activity was a chance for learners to share about themselves, but the poor timing of when it was given would make this a busy work assignment (and one that could potentially lead to a bad grade because of a lack of resources).
What is my bandwidth?
Feedback needs to be relevant, specific, and timely. I had a rule with my learners: work needs to be turned in before it’s handed back. Essays were due on Fridays, so I had the weekend to read, grade, and hand them back on Monday. I’d break larger projects up into chunks so that I only had to grade sections at a time, and learners highlighted where they made corrections on the past feedback.
Nothing is worse than telling a learner that you won’t accept a late assignment and then taking more than 48-72 hours to hand it back. It’s important to remain cognizant of your bandwidth. Part of relationship building and classroom culture involves mutual respect. This involves communicating reasonable expectations and holding yourself to these same expectations. With families, advising, supervision, and life, it is important to be mindful of your time and to value it.
My school district said that we could no longer give zeros, and we had to give 50%- even on work never turned in. So, instead of zero, I gave the letter “O” for Own It. Own that you didn’t advocate for yourself. Own that you didn’t request more time. Own that you didn’t let me know something was up. In return, I promise to only give you assignments that have realistic expectations and are necessary. I did not give one O. If we approach every assignment by asking ourselves these questions, we show that we value our learners and that we respect their time. On the learner’s end, they learn time management and the ability to speak up and advocate for themselves. THIS is a lesson for learners’ futures that they need.
Edukater's Corner 