Midterm examinations are upon us here in the United States. My classes have their midterms this week. Since the exams are cumulative, we’ve been reviewing everything that we’ve studied so far this semester.
I have a different method of review for each class – my grammar class’s review looks nothing like the review we do in my speaking class – but I always try to consider a few key principles.
I’ve never met a teacher who hasn’t bemoaned the amount of grading they have to do at one point or another. For many teachers, grading takes up just as much time as lesson planning and actual teaching, and for some teachers it takes even more.
The number of hours spent on grading vary from teacher to teacher and program to program. Sometimes there’s nothing a teacher can do. Certain curricula demand certain assignments and assessments that require tons of grading and there’s no way to get out of it.
But if you’re designing your own class and curriculum, you get to call the shots about how much you’re going to grade.
There are ways to lessen the amount of time spent on grading assessments, but this post is going to focus on grading assignments and homework.
And the answer isn’t to give students less homework. It’s to make them responsible for their own work.
My first teaching job was stressful. I was working in South Korea as the native speaker English teacher at a middle school. About a day before classes started, I asked one of my Korean co-teachers,
So, um…What should I teach?
At that point, I had never had any substantial teacher training and I hadn’t even been given a textbook to work from. Needless to say, I was looking for a little guidance.
It doesn’t matter. Teach whatever you want. We just want you to try hard.
The next few months were a little difficult.
And when I say “a little difficult,” I mean agonizing. I spent several school nights staying up until two or three in the morning combing the internet for standalone lessons that would work with classes of 30-35 middle school students of varied proficiency. I’ve been teaching for several years since then and I think I’d still find that situation challenging.
At the time, I was desperately in need of some structure and order to ease my cognitive load. The solution would have been to create a syllabus. But that’s easier said than done, especially for a novice teacher without any guidance. I wouldn’t have known where to start.
Since that period of chaos, I’ve created different syllabi for the various teaching situations I’ve found myself in. In this post, I’ll talk about a few of those situations and how to create an appropriate syllabus for each of them.
The beginning of the semester is a busy time for teachers, so I’ll give you the good stuff right away. Below is the student questionnaire I’ll be using for my classes this coming semester. I kept it in Word so you can edit to your heart’s content.
Some quick background: I teach an adult ESL writing class at an intensive English program at an American university.
Now, if you’re interested in why student questionnaires are so important and want to know what to include in a student questionnaire for your own class, then keep reading!
As language teachers, we want our students to produce unscripted language. It’s great if students can fill in the blanks on a grammar test or match definitions to vocabulary words. Those kinds of assessments show clearly whether or not students are acquiring certain bits of language. But in the real world, those bits of language have to come together to form something meaningful, whether that’s in the form of a conversation, a speech, a report, an essay, etc.
So we should assess those “real” things. OK – how? The common answer is the rubric.
Many teachers hate these dang things. They take a little while to make and they’re never as accurate as you think. Or you spend too much time trying to be accurate and you waste half an hour trying to decide if your student should get an 8 or an 8.5 out of 10 for their second body paragraph (here’s a hint – it all evens out in the long run. Just pick one)
This post will talk specifically about ESL writing rubrics – I’ll write about speaking rubrics later. I’ve got two kinds of writing rubrics I use in my classes, and I’ll explain when and why to use each.
Let’s get started.
Many teachers complain about how much time they have to put in to their profession. It’s almost a ritual to take a bunch of grading home to do while watching TV and drinking wine.
I’ve had other teachers tell me that “it’s a lifestyle, not a profession.”
While there is something to be admired about people who dedicate a lot of their time to classes, teachers don’t need to sacrifice their lives to keep things running.
This past semester, I only took about an hour of work home. Total. For the whole semester.
And I don’t think I did a disservice to my students. In fact, I think my classes went better than the previous semester, when I was taking hours of work home every week.
In this post, I’ll share some of my tips about how I did it.