Grade Less Homework

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.

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How to Use Blogs in Your ESL Class

For writing teachers, blogging is a great teaching tool. But since it’s a newer technology and not everyone is familiar with it, some teachers might avoid using blogs in their classrooms. If you’re one of those teachers, don’t worry. They’re easier to use than you might think, and they offer some advantages you can’t get from traditional writing exercises.

This post will show you the benefits of blogging for ESL students and get you started on incorporating it into your classroom.

Note: To incorporate blogging into your classes, you will need access to a computer lab for at least one day, or an in-class computer with internet access that all your students can see (with a monitor or projector). Your students will need access to computers connected to the internet outside of the classroom (either at home, at a library, at school, etc.). For very low-tech situations, using blogs might be very difficult.

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How Teachers Can Actually Help “Quiet Kids”

A recent article by NPR describes the difficulties that introverts and “quiet” kids face in traditional classrooms. It presents some reasons why students might be quiet in class and states the need for their participation.

The article is nice, but it doesn’t offer many practical solutions to the question posed in the headline. How can teachers actually get quiet students to participate in class?

I’ve got a few ideas.

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