Turning in assignments late
Emphasize the impotance of timeliness of assignments both in the syllabus and orally if possible.Explain deductions and how grade can be affected. This will eliminate many of the "excuse makers".
Roy R.
I agree with this. I teach at a career college. This means my students have family and work responsibilities. I try to emphasize that they need to come and talk to me and we will work it outtogether. I do have the issue of receiving work at the end of the semester. I figure if it keeps them in school, keeps them learning then I am ahead of the game.
A deadline is very important. For this is something they will experience in the field. I allow my student to email me their work. I normally given them until midnight to submit assignments. I generally don't accept assignments that are late. At my campus, students will try to submit all of their late work on the last day of class, which can be a headache for any instructor.
We have recently emphasized the importance of ownership and personal responsibility. Considering that a career college, based on the typical mission statement, is obligated to impart professional education, timeliness of submission is included in the expectations. The problem, however, is when we are faced with a unique student base that have a plethora of external environmental factors prohibiting their progress, instructors are forced to make a decision. Either we reduce rigor so students complete their work, or, we show mercy. I agree with the concept of gradual point deduction. The rate of deduction itself demonstrates a sense of grace period as well as accountability. The student is in charge of their level of success.
Hi Peggy,
I've seen this to be true as well. We have to do things to get our students' attention and to let them know that we are serious about what we do.
Patricia
I've found that when they don't turn in homework and receive mid term grades and see that they are failing, it's then that they start to turn in their homework because they see how much of an impact it had on their grade.
I completely agree with Albert. Although I would like to add that without the support of upper management and the administration not one of these individual ideas will work. More time then not upper management is only concerned with the bottom line and a student that is not allowed to turn in work no matter how late is a student that may fail and that is lost revenue, plain and simple!!!
Setting a deadline for recipt of the assignment is essential. Clearly stating the penalty for the assignments not handed in as specified is essential. Providing materials electronic and physically if necessary. Placing the responsibility directly in the court of the student. These have been the keys to success in my classroom
Hi Jeffrey,
It is very easy to get caught up in students
drama. They certainly have an abundance of it. I have learned to become numb to all of the drama, but I still display a caring and loving spirit, but they know rules are rules, and I will enforce them.
Patricia
Hi Shari,
It really does! Securing a signature from students seems to really make things seem more serious.
Patricia
It is very important to outline all of the rules and policies on the first day of school and if possible have the students sign off on them. This lessens any confusion later.
Step 1: emotionally detach yourself from their drama!
This is, by far, the single most important lesson I have learned in my 12 years of teaching. And, to be fair, it took quite a few years to actually learn, AND I still get lulled in on occasion!
BUT, when I emotionally disengage from the drama (not from the students) then I find it much easier to stick to my policy. I can honestly say, "I'm sorry for your difficulty. I understand; we all run into difficulty sometime. Get the assignment to me as soon as possible for the most points. Just remember, it's a 20% deduction each day. And one late assignment is not the end of the world, but what can we do to make sure the rest can be handed in on time?"
I really like the 20% each day --- completely fair and reasonable.
Shelly,
It appears you and I think alike! I have been entrenched in Career Education for 29 years and I still struggle with this issue. I want my students to be prepared for the future and become successful professionals and all the responsibilities that follow that, as well, but know that some students have never had a good role model or understand some of the life skills including meeting deadlines that we are teaching them in our lectures as well as by our actions.
I oftentimes don't believe that I am qualified to determine an extenuating circumstance which can be considerably subjective. My resolve to all of the above is the requirement of communication and trying to teach them now that they need to think about backup plans for the future. I tell them that I will help them now but there are typically minimal "extenuating" circumstances in the workforce. This is just one of the lifeskills that we need to teach some of our students so I feel that we have to give them the time, encouragement and be role models while we have them in school.
Hi Shelly,
Come up with a list of extenuating situations and only make allowance for those, oherwise the policy needs to be strictly enforced.
Patricia
I really struggle with this issue in my classes. I teach online and all of my students are new (and some first time ever) students. I find it particularly challenging to sort through the excuses that I am given, determining which are legitimate and which are not. Likewise, since the class is online I never actually get to see the students to check in so unless they are keeping up communications with me it is often hard to figure out where they are at.
We do have a late policy, which I do explain in detail on the first day of class. I do enforce this, but I do also try to be flexible because I know that there are extenuating circumstances. I really like the quote in one of the modules-"it is better to be taken in by a fraudulent excuse than to not accept a legitimate one". I guess that is where I am at. I want students to be prepared for the future and become a successful professional (and we talk a lot about this during the class), but I also don't want them to get discouraged and give up during their first class. I think I just struggle with balancing this.
Any suggestions for dealing with this in an online, accelerated program?
Hi Lori,
Super! I do the same thing. I make each student read this statement aloud (I DO NOT accept late homework.) on the syllabus on Day 1. I generally do not have a problem with late assignments. Life happens, and I will evaluate if this was to occur on a case-by-case basis.
Patricia
One way that I attempt to hinder late assignments is by including in my syllabus that I DO NOT accept late homework. Reason being, they are given numerous reminders as to when homework is due and the opportunity to turn it in to me in advance if their is a conflict of some sort. However, I am willing to be flexible if the student "communicates" with me the potential reason for a late assignment. The concept of "deadlines" and efficient use of time is a continual developmental process with all of my students.
Our syllabus states that there are no makeups for tests & quizzes which seemed to be a problem with the students this last term because they were absent on the days of tests & quizes! I used to allow them to make up the test/quiz but two things were against me. One, the syllabus stated no to do this. Second, some of the students would share answers or I would have to take the time to make a new test or quiz! Regardless, I changed my tune by making all students take the tests & quizes on the date stated in the syllabus - no makeups! The same thing holds true for assignments. If you give them an inch, they will take a mile!
Hi Kelvin,
Meeting deadlines is crucial. We need to teach our students the importance of it.
Patricia
in our industry it is based on flat rate and a student needs to understand the importance of efficent work done well and on time, in order to make money and do well.
