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Homework Hacks: 8 Tips to Get It Done Faster

Homework is no fun, especially if you’ve got a full schedule. You only have a little bit of time and a little bit of energy. And it takes so long to get through it.

Not anymore. We’ve got some helpful homework hacks for you that will make doing your homework faster and less painful.

1. Plan Your Homework and Make a List

When you start your homework, you’ll probably jump right into the first thing on your mind or the first thing you pull out of your backpack, then work your way through the rest of your assignments. There’s a better way.

Figure out how much time you have to do homework, then list out all the different tasks that you have to do. Estimate how long it will take to complete each assignment to see if you need to allow yourself more time. Be realistic. Once your list is complete you can work straight through instead of stopping frequently to figure out what to do next. It will also be extremely gratifying to cross things off after each assignment you finish!

2. Get Out All the Books and Supplies You Need

While you’re working, you discover you need a calculator, you need a certain book, you need a new pencil, you ran out of paper… the list can go on.

Since you’ve now identified all your assignments, figure out everything you need to get each item done and bring it to your workspace so it’s there when you need it.

3. Find a Quiet Place to Work Without Distractions

Speaking of workspace, you probably prefer doing your homework in front of the TV, but that can actually be the biggest distraction of all. Sitting in front of the TV is probably slowing you down, making homework time seem much longer that it actually is.

Find a place that’s quiet, with as few distractions and clutter possible. Remember, the faster you get it done, the faster you can get back to fully enjoying Netflix.

4. Turn Off Your Phone

We know this is probably the last thing you want to hear. How can you live without your phone? But for a couple hours, its totally worth it. Every time you get a notification and check your phone, it breaks your focus. It then takes more brain power to get back on track to what you were working on.

5. Listen to Classical Music While Working

We know what you’re thinking… Classical music? Seriously?

However, classical music is great for background audio. There aren’t any lyrics or beats to distract your focus. And research has shown that students who listen to classical music score higher on tests than students who listen to other genres of music. So find some good classical playlist on Spotify, then celebrate with Queen Bey when you’re done.

6. Eat Snacks and Drink Water

At the end of a long day, you may be mentally and physically tired. If you go straight into homework it may take you a long time to finish and it won’t be your best work.

Having some light healthy snacks and drinking plenty of water helps revitalize your brain and body. Avoid soda, energy drinks, or sugary snacks that will only make you crash before you’re done.

7. Take Short Breaks in Between Homework Tasks

If you have a lot to do, you may feel the pressure to just work straight through hours and hours of homework. But this will likely end up slowing you down, prolonging the entire session.

Do your work in short sprints. Go hard at a task, then take a quick break to stretch and walk around. It’ll re-energize your mind and body to keep going. For starters, try working for 25 minutes, then taking a 5-minute break.

8. Reward Yourself After You’re Finished

Homework isn’t always fun. But negativity can slow you down.

Our brains work off of reward systems. If you give yourself a reward when finishing your homework, it makes it a lot easier to start your homework the next time and you’ll get through it faster. Rewards could be being able to watch a show, eat ice cream, play a game, or going out and doing something fun.

Now that you’ve got all these tips, go get your homework done faster than ever before. It may be hard at first, but keep using these tips and it’ll get easier as you go.

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Top 10 Strategies For Catching Up on Missed Schoolwork and Ending The Year Successfully

It’s that time of year when many of the sessions in my private practice involves a discussion with my child or teen clients about strategizing ways to catch up a long list of missed assignments and end the school year successfully.

As a child psychologist and Modern Parenting Expert, I’ve unfortunately seen this scenario play out with many of my clients every year and it breaks my heart. It makes sense that many kids find themselves overwhelmed by late work in the second half of the school year. The first half of the year takes off slowly, allowing the child or teen to ease on in to homework, projects, and the material. Then, Christmas break happens and the child gets used to a slower pace for a while, and then January hits with a BANG!

Teachers mean business after the holidays are over. There is no more easing into the material and work, and the expectations are very high when it comes to producing work. In addition to this less-understanding attitude of the teacher, the academic material naturally becomes more complex and intense too. This scenario oftentimes creates a situation where it becomes very easy for kids and teens of become overwhelmed by the new demands of the second half of the school year.

But I have good news for you: even if your child is SUPER behind in their schoolwork, they can still end the school year on a positive note (and pass all of their classes!) by using the 10 strategies below. These are the same exact strategies that I use with all of my private practice clients, and I’ve seen many families rejoice with relief at the end of the year when their child brings home their well-deserved good grades.

The Strategies

Strategy #1: If you haven’t already, talk to your child’s teacher(s) to get an accurate accounting of the missed assignments and ask for extra time to get these assignments turned in.

For younger kids, the parent definitely needs to take control of this. Kids who are in elementary, middle school, and  junior high just don’t have the communication skills necessary to have this important conversation with their teacher(s) and then report accurately back to mom and dad. Do yourself a favor, and take charge of this conversation yourself.

For kids who are in high school, these older kids can be encouraged to have this discussion on their own; however, if your child has a history of procrastination, lying, or academic anxiety, then it is probably better than you get involved in this conversation as well.

The point of this conversation is to get an accurate accounting of what assignments are actually missing. I know that when both my kids were in school, the online grading programs were not always accurate (we used Aries), so talking to the teacher(s) is the only way to ensure that you are getting an accurate idea of the amount of work that needs to be made up.

In addition to discussing which assignments are due, also see if the teacher is on board with your child turning in the assignments late. I’ve found that most teachers (even the grumpy ones) would rather a student turn in their work late than not at all, so most teachers will work with you on a new timeline for missing work.

Strategy #2: Make a realistic weekday AND weekend plan for completing missing assignments.

Now that you know exactly what you child is up against, sit down with them and create a realistic plan for getting it all done. What does realistic mean? It means that both you and your child need to come to terms with the fact that this won’t get fixed overnight. This will take time.

I recommend starting off slow because most kids at this point are so overwhelmed with the idea of making up so much work, that they need to first see that they are capable of tackling this big task. Many parents (and sometimes kids) want to start off by planning that the child or teen will spend all of their free time on homework.

This is just setting your child up for failure.

Look at your list of missing assignments and due dates. Plan to have your child work on 2-4 missing assignments per day on the weekday and more on the weekend (depedning on weekend family activities). Don’t expect your child to complete more that this even if they were able to complete 4 assignments in a half an hour and they have tons of time left in the day. Make a plan and stick to it. The point is to help your child see that they can take a problem, devise a solution, and work consistently on the solution successfully.

Especially with kids and teens who also experience anxiety, this step of the plan helps to manage the anxiety surrounding the missed work. When kids are using all of their cognitive capacity to worry about their academic work, they don’t have much cognitive energy left to actually work on their assignments. By creating a realistic plan, managing the anxiety surrounding the academic stress, and then plugging away every day at the plan, your child or teen will actually be able to work on their assignments more efficiently.

Strategy #3: Go For The Quick Win.

This step is counterintuitive to what most parents instinctively want to do. I’ve seen many parents set their child or teen up for failure when they encourage their child to work on hard assignments first, but this ALWAYS backfires.

For example, let’s say your plan is to have your teenager tackle 3 missing assignments per day and you tell your child to work on a science report that is worth a lot of points as 1 of their assignments for the day. More than likely, this assignment takes a long time to complete because it is really involved. Many kids and teens get discouraged at this point because they don’t see the plan working.

Instead of going for those larger projects first (and I totally understand the reasoning behind why you would want them to start with these projects) start with the “easy wins” first. Choose short assignments, Or assignments in the classes that your child likes or finds easier than other classes.

The point here is to allow your child to experience progress and success. If  they see the plan working, then they are more likely to continue with the plan and have a better attitude about working on their missing assignments.

Strategy #4: Create a New Habit Routine – And Don’t Forget The Reward Phase.

Scientific research shows us that creating a “Habit Loop” is the best way of establishing – and keeping – positive behavior patterns. The image below illustrates Charles Duhigg’s Habit Loop. A new behavior needs a reminder (like a particular time of the day) which influences the desired behavior. In order to keep the habit going, the subject must experience some kind of reward after performing the behavior such as some well-earned video game time, the ability to facetime a friend, etc.

Most of the time, I recommend that the reward be something that the child likes to do in their down time. 

For more on the Habit Loop, check out THIS ARTICLE on my Parenting The Modern Family blog .

Strategy #5: Take Care of HALTS Before Starting Homework.

It’s hard for anyone to concentrate if they are Hungry, Angry, Lonely, Tired, or Stressed; as such, be sure these common discomforts are addressed. I always recommend that kids should have a snack before starting homework – and research backs me up here. A healthy and quick snack increases their glucose level (the energy needed for your child’s brain to function well), so ensuring they are not hungry goes a long way in helping them get their missing assignments done.

If your child or teen seems angry – or bothered by any other negative emotion – then allow them to deal with that emotion. For example, if your child is angry that they need to do homework instead of play outside with their friends, allow them to talk about their anger and then have a positive discussion with them that they can play with their friend as soon as their homework for the day is finished. If you allow your child to “push down” their emotions, then they’ll just sit there giving cognitive energy to their emotions instead of their homework.

Likewise, if your child is lonely, offer to sit with them while they work – or have the family dog or cat keep them company. If they are tired, re-evaluate their bedtime. Maybe they need to go to bed a half hour earlier. And if they are stressed about their homework, help them decrease their stress levels by using this technique .

As you can see, taking care of your child or teen’s physical and emotional needs goes a long way in meeting the goal of catching up with their missed assignments.

Strategy #6: Consider Pausing Extracurriculars For a While.

If your child or teen has a long list of work that needs to be made up, it might make sense to pause their extracurricular activities. This really isn’t meant to be a punishment per se, but it is a natural consequence of taking care of major responsibilities first. You know your child and the situation regarding their extracurriculars best, so if it makes sense to “pause” their extracurriculars, then go ahead and do so.

Strategy #7: Deal With The Overwhelm.

Dealing with overwhelm is a life skill that most kids haven’t learned yet. Yes – this is a LEARNED SKILL.

It can be very frustrating working with a child or teen who only focus on the goal (getting all the missing assignments completed) and not the small steps in attaining that goal (working on one task at a time). Many young clients sit in my office and focus only on the overwhelming idea of a mountain of work that must be done. When I begin working with them about developing a plan to address their missing work, they shut down and can’t seem to even concentrate on thinking of a plan. They tell me, “That will never work – I have too much to do,” and I have to remind them, “Yes, but you can’t do it all at once. You can only do one task at a time, so which task should you concentrate on first?”.

When your child starts “spiraling” at the thought of so much work that needs to be done, bring them back to reality by reminding them that they can’t do every task right now. Ask them to choose only 1 task to think about (and try to make it a quick win – see strategy #3 above).

Strategy # 8: Get Educational Support For Your Child.

Many kids ignore assignments because they are too difficult for them. Every child has their own unique strengths and weaknesses, which means that most kids won’t be great at every class. If your child is struggling with a particular subject (especially in the last half of the year when the subject matter becomes more complex and difficult) then consider a tutor.

Now, a tutor can mean several things. One type of tutor is someone who has been trained in education and makes a living helping kids overcome their educational struggles. This can be very expensive though. I often ask parents if they have a teenage or college-age person in the family who might be able to come and work with the child for a short period of time. Older kids often like mentoring younger family members. Not only is this a cheaper alternative, but I’ve seen this situation really be effective.

If you need to, get creative with looking for someone to act as a tutor for your child.

Strategy #9: Remember To Take Breaks.

Adults have learned to “power through” things, but kids and most teens still have not developed this life skill yet. Because of this, they will need to take frequent breaks when working on long session of homework. I recommend that kids and teens should take a break every 45 minutes, take a 10-15 minute break, and then get back to work again.

A great technique is the pomodoro method, and this method has some scientific backing that it is very useful. All you have to do is set a timer (there are even tons of pomodoro apps for your phone!) for 45 minutes. When the timer goes off, let your child take a break. They can look at their phones, watch a short Youtube video, go to the bathroom, etc. Set the timer for again for the break time (10 or 15 minutes). When the timer goes off again, that’s the signal that it’s back to work. Set the timer again for 45 minutes and repeat.

You can even challenge your child or teen to work through several pomodoro sessions. This method works well because the timer never lies, and the child learns to take their cues from the sound of the timer.

Strategy #10: Contact a Child Therapist To Help Your Child Work Through Difficult Feelings That Are Holding Them Back From Achieving Their True Potential.

There’s nothing I hate more than seeing kids or teens not living up to their full potential, but this happens a lot when they are also dealing with feelings of anxiety, depression, low self-esteem, or difficulties with concentration (such as ADHD). The only way for your child or teen to move past these feelings that are sidelining them is to deal with them in therapy.

In my private practice, I am passionate about helping kids reach their goals. As a child psychologist and Modern Parenting Expert, I have specific training in helping kids overcome obstacles that are common to this generation of young people. I have helped kids and teens overcome problems with motivation, low self-esteem, anxiety, depression, and many other issues.

Call (909) 326-2562 today to schedule a free 20-minute phone consultation to see if I am a good fit in working with your child. Or click here to use my online scheduler to schedule the phone consultation today.

Your child or teen CAN overcome any obstacle with the right support!

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• Download website-blocking apps such as Freedom or SelfControl to stay focused while using your computer for homework. Some, such as the Chrome extension Strict Workflow, even have the added bonus of preventing you from cancelling the timer once it has started.

• If one subject or type of assignment is taking much more time than the others, you may want to ask for a little extra help in that area from your teacher or parent.
• If you get distracted or go off-task, don't make excuses for yourself. (e.g. "I won't be able to focus until I do this anyway." or "I'm sure it will only take a minute or two."

• Consider consolidating your multiple different subject folders and notebooks into one big binder separated by tab dividers. This way, all of your schoolwork will be in one place.

• Decide how much time you want to spend on your homework collectively.
• Make a list of all the different tasks you need to finish.
• Estimate how much time you’ll be able to spend on each task to finish your homework when you want to.
• Work straight through your list and cross tasks off as you go. [7] X Research source

• A ten page essay that’s due in a week that you haven’t started should be labeled an “A” or “B” while a short five question worksheet due in three days may be labeled a “C”.
• Make sure you don't wait until the last second to get assignments done.

• Try eating celery sticks and apple slices with peanut butter.

Supercharge Your Studying with this Expert Series

Reader Videos

• Wear something very comfortable while you work. Thanks Helpful 4 Not Helpful 0
• Make sure to hand in all assignments on time. Thanks Helpful 3 Not Helpful 0
• Try using a planner to help you remember the tasks that you need to complete. Thanks Helpful 2 Not Helpful 0

Tips from our Readers

• If you set a timer, it can motivate you to get your homework done more quickly. Be sure to take a 2-5 minute break in between. For example, if you're going to do an assignment that you expect to take 30 minutes, set a timer for 15 minutes. Take a 2-minute break when the timer goes off, then set your timer again for 15 minutes.
• It can be good to have friends over if they help motivate you and are interested in getting their homework done quickly as well. They might be a distraction at times but it can also be easier to work when there are people around you who are working too.
• If you drink something cold during your breaks it can help make you more alert so that you'll finish faster. It might also help to do it at night rather than during the day so you feel more time pressure.
• Try to get your homework done as much as you can in school. You could do it during a flex or study hall. If your teacher gives you time in class to work on it, use it.

• Take your time. If you rush through your homework and don’t try your best, you might end up getting a bad grade. Thanks Helpful 177 Not Helpful 19

You Might Also Like

• ↑ http://www.goodtherapy.org/blog/creating-ideal-homework-environment-for-kids-with-adhd-0913164
• ↑ http://info.achs.edu/blog/never-do-homework-in-bed-3-reasons-why
• ↑ https://childmind.org/article/strategies-to-make-homework-go-more-smoothly/
• ↑ https://learningcenter.unc.edu/tips-and-tools/take-charge-of-distractions/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ https://kidshealth.org/en/parents/homework.html
• ↑ https://ofy.org/blog/homework-hacks-8-tips-get-done-faster/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 20 May 2020.

About This Article

To get your homework done fast, work in a comfortable, well-lit area that doesn't have any distractions. Also, try setting a timer with however many minutes you want to finish your homework in so you can glance at it as you work and see if you're spending too much time on something. You can also make a to-do list before you get started so you don't waste any time figuring out what you need to be working on. To stay motivated, have a snack and some water nearby, and reward yourself with a fun activity once all your homework is done. To learn how to get organized so it's easier to do your homework, scroll down! Did this summary help you? Yes No

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Why it’s hard for students to “just turn in” missing assignments, and how to get them unstuck

Mar 29, 2023 | Blog

With the end of the semester on the horizon, many students may feel overwhelmed by low grades or feeling behind in some of their classes.

As a parent, it can be stressful to see that your student has overdue work, or get notifications from their teacher that they’re missing assignments. 

It’s even more frustrating when you’ve told them over and over again how important it is to “just turn it in”…but the work is still showing up as missing.

The reality is that no matter how simple it might seem to an outside observer, doing missing work is almost never as easy as “just getting it done.” If they haven’t done the work yet, there’s a good chance that something is getting in their way. 

If you can figure out what the problem is before jumping in to help them (or make them) do the work, you’ll dramatically increase your chances of success.

In our experience, there are usually 3 main reasons students resist submitting their missing work…even when it seems like “just turning it in” would be SO much easier!

Reason 1: They think it won’t make a difference

Once the due date for an assignment has passed, students often de-prioritize it and move on to focus on upcoming assignments instead. It’s tempting for students to justify this by thinking “there are lots of other assignments, missing one or two won’t matter.”

But what they often don’t realize is that because of the way most grading scales are weighted, even one or two zeros can have an enormous impact on their grade. Showing students the difference it makes to turn in just a few assignments can increase their motivation to get the work done. 

Here’s an example of the difference it can make to turn in just a few missing assignments before the end of the semester:

Overall grade with 3 missing assignments: 78.3%

Overall grade when assignments are turned in: 90.1%

It’s hard for students to calculate these averages in their head, so it can be really powerful for them to run the numbers and see firsthand exactly how much they have to gain from making up their missing assignments.

When we do calculations like this with our students, they are almost always surprised by how much this makeup work could improve their grades, and feel much more motivated to submit the assignments when they can see for themselves the difference it will make.

Reason 2: They think it’s too late

Another reason students often resist doing makeup work is that they think it’s too late to get credit for it. 

Even if they’ve done the math and know that submitting the work would make a difference in their grade, they still won’t want to turn it in if they think the teacher won’t accept it.

Especially for introverted or anxious students, it can be very intimidating to have conversations with their teachers. They might think they’ll get in trouble for asking to submit their work late, or worry that the teacher will say “no.”

The good news is that many teachers are flexible with their late work policies and allow students to turn in overdue assignments even when it is past the “official” deadline to submit them.

So if students can find the courage to ask for help, there is a good chance that their teachers will respond positively and allow them an opportunity to make up the work.

For students who are struggling to reach out to teachers, we often find it is helpful to roleplay these conversations in coaching sessions if they’re not sure what to say, or work with them to email their teachers if they’re not sure what to say.

Reason 3: They feel overwhelmed

Students who are behind on their work often have challenges keeping track of due dates, managing time, breaking down complex assignments, prioritizing work, staying focused, or following through with plans….which is why they fell behind in the first place. 

These challenges can become even more daunting when they are behind in their classes, and trying to complete makeup assignments on top of their normal workload.

This can feel so stressful that a lot of students avoid or put off doing makeup work even when they   know   how much it would improve their grade.

For these students to get their work submitted, it’s essential to help them find ways to…

• Break down the assignments so they have a realistic plan for getting the work done that they’re confident they can actually follow through with
• Lower the stress they feel while they are doing the work so they will be less tempted to avoid it
• Visualize the progress they are making so they can see that their efforts are making a difference

Providing support

When students have a lot of makeup work to complete, having some additional support to help them work through it can be invaluable. 

For some students, this may mean finding a tutor to help them with the content they didn’t understand when their teacher was first presenting the material. 

For other students, having a family member or friend nearby as a source of moral support to keep them company while they are working (and a motivating reward to look forward to as soon as the work is completed) can be enormously helpful.

Other students may benefit from working with an academic coach to help them get unstuck and started on their missing work. Sometimes, having someone else who is not a family member step in to help can reduce stress and conflict at home and make it easier for students to take the steps they need to get back on track in their classes. If you think this type of support would be helpful for your student, please feel free to reach out and we’ll be happy to help! 

How to Catch up on School Work Fast (9 Great Tips)

Even if you may have missed a lot of work, it is always possible to catch up on study if you set your mind to it. Yes, that’s probably a cliché line you’ve probably heard many times, but that’s only because it’s true. So, do not get discouraged when falling behind. Here are some suggestions on how you how to catch up on school work fast and avoid ending up in a similar situation in the future.

Table of Contents

Do not let procrastination dictate the terms!

Sure, procrastination can be helpful on rare occasions, but in most cases, it is likely to be the main reason why you are in this difficult situation in the first place. It may sound like a cliché, but ‘mind over body’ is a real thing. So just tell that little voice inside your head that you are getting started right now. Not tomorrow, not later, but right now!

In fact, don’t even wait to complete reading the rest of this article. Open the requirement file for your schoolwork this very instant and write down at least a sentence or two. You can then come back to this article and read the remaining tips. The hardest part is always getting started, so if there’s one thing you take away from this post, it’s that you should not put off on starting for later.

Put together a rough game plan

When you have a lot of missing assignments, you are going to have to prioritize the list of pending work. Do not spend too long on this step though. The longer you spend contemplating how you are going to do the work, the less time you will have to do the actual work. Here are some quick steps to get you started with this.

• Quickly go through the list of pending work and make a note of the deadlines
• Tackle the assignments with an earlier deadline first
• If you have work with similar deadlines, do the more difficult ones first
• Try to see if there’s any assignments for which you can get an extension

Try to ask for extensions in advance, hopefully with a good excuse. Even if you get shot down, you will at least know the deadlines are non-negotiable. This can help you stay focused on completing the tasks within the allocated timeframe. If you are not sure how to do this, here’s our guide for how to ask your professor to accept a late assignment.

Focus on one task or assignment at a time

It’s easy to lose focus and get distracted when you have a lot of tasks to finish. However, trying to do everything simultaneously can be disastrous for the quality of your assignment. Your thoughts and written content will probably be all over the place if you try to do this. So, finish one homework or assignment first before you move on to the next.

Building on what we mentioned above, you should do the difficult assignments first. This is because you’re going to have a lot more steam in the beginning when you make the initial resolution to catch up on work. You’re gradually going to get tired as you catch up on more and more work. Hence, it would be better to leave the easier tasks for later.

Quantity over quality

When you need to catch up quickly on homework, you cannot afford to try and turn in high quality work. You will need to compromise on quality to churn out the content faster. You just need to ensure that you get a passing grade. We have a dedicated guide on how to do an assignment in one day while padding your paper with ‘good filler’ rather than mindless fluff.

Do not keep looking at huge pile of work you have left to do

Constantly checking how many more assignments you have left to complete isn’t going to make to your task easier. Neither is it going to make the pile any smaller. It’s actually going to do the opposite for you, because:

• It’s either going to make you scared and lose hope that you won’t be able to catch up on everything in time
• Or its going to make you complacent that you’ve already done so much so you ‘deserve’ to take a break

Don’t be too hard on yourself for falling behind

Even if you have a lot of missing assignments and things seem hopeless, try not to beat yourself up. Self-pity is worthless in this situation because it’s only going to make your task harder. This is especially the case if the reason you let work pile up was due to unavoidable commitments. If you were instead negligent with the schoolwork, then learn from your mistakes and avoid repeating them in the future. In any case, getting worked up and stressing yourself over what has already happened isn’t going to help you out of this mess.

Practice restraint and be reasonable with your breaks

This is one is easier said than done. When working your way through a lot of overdue homework, every time you complete a work, you may feel like rewarding yourself with a break. You should try to put off the urge to take a break for as long as you can. When you can’t take it anymore and absolutely need a breather, make sure you are not going overboard. The best way to avoid this trap is to promise yourself a much bigger reward after you complete all the pending work.

Try to do a little every day

Consistency is the key to avoid ending up in a similar situation again. Trying to do a little of work every day will be much better for you than trying to catch up on a lot of work in a short window. If you make a habit of this, your future self will really thank you for it. If you are not sure how to pace yourself, we have a writing time calculator which tells you how much work you need to everyday to complete an assignment on time.

Keep motivating yourself to stay on track

Trying to reflect on why you are studying your chosen course can help you find the motivation to keep up with homework. Is it to get a good job, have a comfortable life, or just because you are passionate about your field of study? Use these deeper desires to make sure that you do the related coursework and assignments in time.

Remind yourself that the purpose of assignments is to improve your understanding of the theory and concepts and apply them by yourself to different scenarios. Letting work pile up and then rushing to finish them in one sitting will not help you retained the information in your memory for too long.

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End the Unfinished Work Battle: Catch-Ups and Pickles

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Are your students struggling to complete their work? Up to your eyeballs in missing or unfinished work assignments? Then you might need to institute a “Catch-up and Pickles” routine in your classroom as a way to win the missing or incomplete work battle! This is seriously my favorite unfinished work routine!

A few weeks ago, I posted a Reel on Instagram about some of my more “controversial ” grading practices. Between you and me… they really aren’t that controversial… just good teaching! But folks LOST THEIR MINDS! And honestly, it shed light on a bigger problem: the struggle of incomplete work.

Controversial Grading Practices

You’re probably wondering what those controversial grading practices were. I’ll let you watch the IG Reel to see all three, but the one that had most teachers up in arms was the belief of not putting anything less than 50% in the grade book.

This one line led to me being called many things, but most teachers asked, “What about missing or incomplete work?”

To which I responded that I rarely struggled with incomplete or missing work. I can think of one time I had to put a zero in the grade book because of a missing assignment – ONCE – in 13 years of teaching. Those are some pretty good odds!

Unfinished Work Routine

So, how can this be?

First, let’s clear up some things:

• No – I didn’t have perfect students who completed every assignment without asking.
• No – I didn’t work at fancy schools with high volumes of parents involved who made sure the work was completed at home.
• And, no – I didn’t work myself to death chasing down students.

I rarely had missing or incomplete work because I planned time in my week for students to work on missing or incomplete assignments.

Today, I’m sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments.

This magical weekly routine that solves the missing work problem is fondly called, “ Catch-up and Pickles. ” But, that’s really just a fancy name for a time set aside on a Friday morning so students can work on unfinished work.

What is Catch-Up and Pickles?

I shared about this concept a while ago in my “Small Group Time Exposed” post , but I feel like after all the hoopla that Reel caused, it warranted its own place on the blog!

Each day, I had 60 minutes of time built into my schedule for small group rotations. That worked great Monday through Thursday. But, I noticed that Fridays were a bit cramped. Not only did we have our spelling and vocabulary test that day but we would also have a reading comprehension assessment. Time is needed to complete all these assessments, and that ate into a portion of our small group time.

Rather than try and stuff the small group instruction into the 30 minutes that were left after completing everything else, I decided to transform that awkward time slot into productive work time.

So at the end of the week, instead of formal center rotations, I did a “Catch-Ups and Pickles” routine. Students who had not finished their work used this time to “Catch-Up,” while those who were done were allowed to “Pickles” a reading-based activity to complete.

For students, this time was dedicated to completing their work or choosing a preferred activity to complete.

For the teacher, this routine provided time to reteach lessons, pull students for  assessments , or conference with students one on one.

And let me just say… this was a wildly popular time in my classroom!

How to Find Time?

So the big question here is, how do you find the time? Everything you are required to teach in a day leaves very little time in your schedule for “makeup work,” but like I shared before… I was able to find time by reallocating the time I was using for reading centers. It wasn’t working for us on Fridays, so we changed it up.

I suggest you take a look at your schedule. Do you have some awkward or weird times?

I like the idea of doing Catch-up and Pickles on a Friday, so it’s easier to track the work that needs to be completed. But maybe Fridays don’t work for you. Look for a block of time (at least 20 mins!) and see if it works. If it doesn’t, restructure or choose a different time. This could even be something you do at the end of a unit in reading or math or on the last school day of the month.

Warning:  I wouldn’t do this one day a quarter… that’s too big a chunk of time to complete everything. Doing that is like saving all your laundry for a month and trying to do it all in one day. Someone will get overwhelmed, and it’s not going to get done.

How to Get Started with Catch Up and Pickles

Once you’ve found your time, it’s time to plan the “Catch-Up and Pickles” activities.

In my classroom, I allowed students to “catch up” on any work, whether it be math, reading, or something else entirely. You need to select what students will be working on. Maybe it’s just reading, so you do only reading makeup work.

Whatever you decide, be specific. The unstructured nature of this routine means that chaos could happen at any minute. Being clear on what students should be working on at this time (and reinforcing it each time you have a Catch-up and Pickles session) can help keep the crazies at bay.

Who is a Catch-Up and Who is a Pickle?

From there, you’ll need a system for knowing who is a “catch-up” and who is a “pickle.”

Right before we started, I’d scan my grade book for any missing assignments. Those students with missing work would go on my “catch up” list.

Another way I identified students was through their “Unfinished Work” folder. Any classwork that didn’t get completed went in there (not tests or quizzes, just classwork). Right before we’d begin, students would pull out their folders and check to make sure there wasn’t any work that needed to be completed. If there was, they were on the “catch-up” list.

Let me just say, just even having an “Unfinished Work” folder helped a great deal with handling incomplete work! It was much easier for students to keep track of their work. If they finished an assignment early, they could either grab a book to read or work on unfinished work from their folder. The finished work folder lived in their desk, and I always told them, “If you aren’t done, put it in your finished work folder!”

You can read more about the unfinished work folder here !

I kept this routine real simple, guys! No fancy slide shows…just a whiteboard and names. In one column, I’d write “catch-up” with the students’ names and a list of work they needed to complete. In the other column, I’d write “Pickles” with the names of students who had completed all their work. When a student completed assignments and turned them in, they could erase their name and put it under the “pickles” side instead.

Activity Idea for Pickles

Now, remember, the name of any student who had completed all their work or their I-Ready minutes would be placed in the Pickles column.

My students loved being a pickle! They loved the idea of choosing their own activities (even if they were reading-based).

Some activities my students could pick from:

• Writing and illustrating stories – Pretty popular! Especially the illustrating. I showed students how to make a mini-book with lined paper folded and stapled together.
• Playing an educational computer game – Probably the most popular!
• Creating or playing on the IPad – Don’t worry, I was very clear about which apps they could use during this time!
• Completing a reading center game – Students could do this with their friends. I’d put any stations we had completed that week in an area towards the back of the classroom, and students could grab one to play. This also worked well for any student who needed to complete a station activity for their “catch-up” activity. Need reading center ideas? These were always a hit !
• Free choice reading – They could choose their own book and where they’d like to sit and read. They could also read with a buddy.
• Helping a friend complete their work – This one was pretty popular! I allowed it as long as they weren’t just telling their buddies the answers. Honestly, it was a win-win: The student got help, and the student helping was learning more! Bonus- it freed me up to complete DRAs, fluency checks, or reteach skills as needed.
• Teacher assistant – Sometimes I needed help, so if they were done and didn’t want to do one of the other activities, I’d put them to work, helping to organize papers or filling the mailboxes with returned work.

Unfinished Work Routine- Catch-up and Pickles

So there you have it, teacher friends. This is the simple, routine way I kept my students on top of their work. I mean, what teacher wants to feel like they are constantly chasing students around trying to get them to finish their work? NOT ME! Now you don’t have to!

Free Catch Up and Pickles Download

Want to grab a few resources to help you get started? Click below and have this resource sent straight to your inbox! Now you can easily implement a Catch-up and Pickles routine in your classroom this week! This free download includes printable tracking sheets, whiteboard labels, and an editable PowerPoint file.

More Great Ideas!

Check out these other great ideas to try in your classroom!

• 5 Tips for Dealing with a Chatty Class
• How to Organize Your Google Classroom for 2nd Grade
• Help Students Take Ownership of Their Learning without a Data Notebook
• End of the Year Survival Tips
• Categories: Classroom , Classroom management

Hi, I'm Leigh.

The Applicious Teacher is all about creating hands-on and engaging lessons that align with the standards while still having time for your life. This is your place for ideas, tips, and resources for the REAL teacher!

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10 Tips to Get Your Homework Done Fast

Introduction

It's a tale as old as time: the clock ticking away ominously as you sit there, a heap of untouched homework glaring at you. The common hurdle many face is not the complexity of homework but the time management and discipline it requires. As the night descends, the looming deadline causes stress levels to skyrocket. However, fret not! Through this article, we unfold ten practical homework tips and hacks aimed at transforming this daunting task into a manageable one. Let's break it down together and achieve ultimate motivation.

Make a To-Do List

The first step towards conquering your homework begins on a note of organization. Drafting a to-do list is a classic yet effective homework tip. This list will serve as your roadmap, outlining the tasks at hand. It not only organizes your thoughts but also provides a clear picture of the workload, helping to prioritize tasks accordingly.

Gather Your Resources

Before diving into the homework ocean, ensure you have all the necessary gear. Books, notes, stationery, and any other materials should be at arm's length. This prep step is a significant time-saver. It's also a moment to seek homework help if you realize you're missing crucial information. Having everything ready will smoothen the journey, ensuring you don't have to scurry around searching for a pen or a textbook amidst a study session.

Seek Help When Needed

There's no glory in struggling alone. When a concept seems confusing, seeking homework help from teachers, peers or online platforms can provide clarity. Platforms like Tutorpeers come in handy, offering assistance in over 50 subjects with affordable tutors available 24/7. The best part? All studying happens on the platform, eliminating the need for extra apps. This smart strategy not only saves time but also builds a better understanding, making your homework journey a lot smoother.

Create a Timetable

A timetable is your game plan. Allocate time slots to each task based on its complexity and urgency. This structure provides a clear vision, helps in tracking your progress, and ensures that you are on schedule. It's a step closer to mastering the art of time management, a core element in achieving homework success.

Stay tuned as we delve deeper into more insightful homework hacks in the following sections aimed to ease your homework routine, offering a lifeline when you're in dire need of homework help.

Designate a Distraction-free Zone

Crafting the right environment is crucial for homework success. Dedicate a spot that's not only free from distractions like noise or visual clutter, but also inviting and comfortable. Ensure you have a comfy chair, a table at the right height, and enough room to spread your resources. Personalize your space with elements that make it enjoyable to be at—be it a plant, some soft music, or pictures that inspire you. This homework hack goes beyond just limiting distractions—it's about creating a space where your mind can focus and flourish.

Limit Technology Usage

It's easy to lose track of time browsing social media or responding to messages. Create a tech-free bubble during your homework time. Keep your phone, tablet, or other distractions in another room. If you need a device for your work, consider using apps that block distractions.

Team Up With a Study Buddy

Companionship can make the daunting homework journey enjoyable. A study buddy brings a different perspective, and together you can divide tasks, discuss concepts, and keep each other on track. It's a blend of social interaction and productivity. Platforms like Tutorpeers offer a fantastic avenue to connect with peers for one-on-one tutoring sessions. Whether it's homework assignments or exam prep, having a study buddy from Tutorpeers can significantly enrich your learning experience. Ready to elevate your homework game? Sign up as a learner on Tutorpeers and discover a community ready to support your academic journey!

Take Scheduled Breaks

Continuous study sessions can lead to burnout, hampering productivity. Techniques like the Pomodoro Technique, working for 25 minutes followed by a 5-minute break, can be effective. However, everyone's rhythm is different. Some might find longer work intervals of 2 hours with a 15 to 20-minute break more suitable. The key is to find a rhythm that keeps you refreshed and focused. Tailoring your break schedule to what suits you best can significantly enhance your concentration and efficiency, making the homework routine more sustainable and less stressful.

Reward Your Progress

Positive reinforcement is a powerful motivator. Set up a reward system to celebrate small and big wins alike. Finished a challenging assignment? Treat yourself to a Starbucks pumpkin spice latte. Maintained a consistent homework routine for a month? Maybe it's time to discuss that iPhone 15 reward with your parents. By associating rewards with accomplishments, you create a motivating cycle that makes tackling homework a more enticing endeavor. This cycle of work and reward fosters a positive attitude towards homework, steering you towards a path of homework success.

Prioritize and Chunk Your Tasks

Start by listing all your assignments and categorize them based on their due dates and importance. Tackle the most urgent and challenging tasks first. This approach not only helps you meet deadlines but also allows you to focus on complex tasks while your energy levels are high.

Once you've prioritized your assignments, break them down into smaller, more manageable pieces. For example, if you have a 10-page essay to write, aim to complete two pages a day instead of cramming it all into one night. This method makes the work less daunting and gives you a sense of accomplishment as you tick off each mini-goal.

By combining prioritization with task chunking, you'll find that your homework becomes much more manageable. You'll reduce stress, improve your focus, and, most importantly, you'll get your homework done more efficiently.

Conclusion:

The voyage through piles of homework need not be solitary or dreary. Armed with these 10 insightful tips, navigating through the homework landscape can be a more organized, less stressful endeavor. Implementing these strategies can usher in a transformative approach towards homework, morphing it from a dreaded task to a manageable, even enjoyable endeavor. Embrace these hacks, seek homework help when needed, and stride confidently on the path of academic success. Your journey towards achieving homework success just got a lot smoother!

Q: How can I enjoy doing homework?

A: To enjoy doing homework, try to make it more engaging. Use colorful notes, listen to calming music, or turn it into a game. The key is to find what makes the task enjoyable for you.

Q: What's the best time of day to do homework for maximum efficiency?

A: The best time to do homework varies from person to person. Some people are more productive in the morning, while others find their focus in the evening. Experiment to find your peak productivity hours.

Q: How long does it take to receive scores?

A: The time it takes to receive scores can vary depending on the type of assignment and the grading process. For most regular homework assignments, you can expect feedback within a week.

Q: Is multitasking an effective way to get homework done faster?

A: Multitasking might seem like a good idea, but it often leads to decreased focus and quality. It's generally more effective to concentrate on one task at a time.

Q: How can I minimize distractions while doing homework?

A: To minimize distractions, create a dedicated, clutter-free workspace. Use apps or techniques like the Pomodoro Technique to manage your time and take short, scheduled breaks to recharge.

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How to Do Homework: 15 Expert Tips and Tricks

Coursework/GPA

Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 8 easy ways to finish your homework faster.

How many times have you found yourself still staring at your textbook around midnight (or later!) even when you started your homework hours earlier? Those lost hours could be explained by Parkinson’s Law, which states, “Work expands to fill the time available for its completion.” In other words, if you give yourself all night to memorize those geometry formulas for your quiz tomorrow, you’ll inevitably find that a 30 minute task has somehow filled your entire evening.

We know that you have more homework than ever. But even with lots and lots to do, a few tweaks to your study routine could help you spend less time getting more accomplished. Here are 8 steps to make Parkinson’s Law work to your advantage:

1. Make a list

This should be a list of everything that has to be done that evening. And we mean, everything—from re-reading notes from this morning’s history class to quizzing yourself on Spanish vocabulary.

2. Estimate the time needed for each item on your list

You can be a little ruthless here. However long you think a task will take, try shaving off 5 or 10 minutes. But, be realistic. You won’t magically become a speed reader.

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3. Gather all your gear

Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework.

The constant blings and beeps from your devices can make it impossible to focus on what you are working on. Switch off or silence your phones and tablets, or leave them in another room until it’s time to take a tech break.

Read More: How to Calculate Your GPA

5. Time yourself

Noting how much time something actually takes will help you estimate better and plan your next study session.

6. Stay on task

If you’re fact checking online, it can be so easy to surf on over to a completely unrelated site. A better strategy is to note what information you need to find online, and do it all at once at the end of the study session.

7. Take plenty of breaks

Most of us need a break between subjects or to break up long stretches of studying. Active breaks are a great way to keep your energy up. Tech breaks can be an awesome way to combat the fear of missing out that might strike while you are buried in your work, but they also tend to stretch much longer than originally intended. Stick to a break schedule of 10 minutes or so.

8. Reward yourself! 

Finish early? If you had allocated 30 minutes for reading a biology chapter and it only took 20, you can apply those extra 10 minutes to a short break—or just move on to your next task. If you stay on track, you might breeze through your work quickly enough to catch up on some Netflix.

Our best piece of advice? Keep at it. The more you use this system, the easier it will become. You’ll be surprised by how much time you can shave off homework just by focusing and committing to a distraction-free study plan.

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The Magic Solution to Missing Assignments

One my biggest struggles as a 5th grade teacher was getting kids to do their homework. I’m guessing you can relate! I was never a fan of loading kids up with homework, but I did expect them to complete whatever was assigned. Most of my homework was finishing classwork, returning a signed paper, or reading for 20 to 30 minutes. Yet precious minutes of class time were wasted every day while kids looked for missing assignments or worse, wasted my time trying to explain why they didn’t have it.

Then I discovered the magic solution to missing homework … Fun Friday! I can’t take credit for the idea, but I can tell you that it works! It was definitely the most effective system I’ve ever used for dealing with the problem of missing assignments.

How Fun Friday Works

Fun Friday is a weekly event that 3 or 4 teachers organize and implement together. On Friday afternoon, each teacher hosts one activity in his or her classroom for 30 minutes. One or two teachers take a group of students out to play or organize indoor recess activities. Another teacher hosts a free time in the classroom where students play board games, draw on the Smartboard, use iPads or play with a class pet. Sometimes a teacher will offer a special arts and crafts activity.

At least one teacher supervises a “study hall.”Students who have not completed all homework for the week attend the Study Hall and use that time to make up missing work. Each week teachers rotate activities so that all share the responsibilities equally.

If there aren’t 3 or 4 teachers at your school who want to participate in Fun Friday, you can implement the program with just two teachers. One will take students outside or provide indoor recess, and the other will split his or her room between a study hall and a quiet reading or game room.

Why Fun Friday Works

My students loved Fun Friday and looked forward to the chance to get together with friends in other classrooms. It was one of the few rewards that actually motivated them to complete every single assignment all week. I kept a homework chart where I checked off those who completed all assignments for the week, and I was pretty strict with my requirements for Fun Friday. If a student even had one missing or late assignment during the week, they went to Study Hall. If you think this is a bit extreme, let me say that after just a few weeks of implementing Fun Friday, most kids would earn it every week. I was amazed at the difference this program made and how much time it saved me from dealing with late and missing assignments.

Fun Friday Sign-up Freebie

One thing that helped make Fun Friday easy to implement was a sign up chart. Right after lunch on Friday, I allowed those who had completed all assignments to sign up for their preference of activities. I’ve created several variations for you to try that you can download here for free .

Convincing Administrators

Over the years I did have a few principals who needed to be convinced that the 30 minutes we devoted to Fun Friday were not wasted. My rationale was that we easily made up this time by not having to deal with missing and late assignments all week. Also, everyone, teachers and students alike, are downright brain-dead by the time Friday afternoon rolls around! Have you ever seriously tried to teach a lesson on a Friday afternoon? Trust me, it’s a wasted effort. You’ll just have to reteach it on Monday!

Do you implement a similar program in your classroom? Have you found it to be effective? If you haven’t tried it, I hope you’ll test it out. I believe you’ll discover the magic of Fun Friday, too!

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How to Catch Up on Your Homework

Last Updated: July 25, 2022 References

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. This article has been viewed 73,639 times.

Unfortunately, it can be really easy to fall behind on homework. Being sick or having lots of responsibilities outside of school can often lead to work piling up. But you shouldn’t panic! Once you’ve come up with a plan of action and figured out how to stay productive when doing your work, you’ll be able to catch up with your homework in no time!

Making a Plan

• The items you add to this list should include your homework, upcoming tests and quizzes, and any extracurricular responsibilities you also have.
• Draw up this list on your computer for best results, as you’ll be constantly correcting or adding things to it.

• For example, mark the most important tasks with a yellow highlighter, the moderately important ones with a green highlighter, and the least important ones with a blue highlighter.
• If you’re not sure how to prioritize an item, ask your teacher or your parents which assignment or task ought to be completed first.

• To estimate how long an assignment will take to complete, look at all the individual components of the assignment (e.g., all the questions on your homework), estimate how long it would take to do each component, then add all of this estimated time together.
• For best results, write out this schedule in a planner or a calendar that you normally use to track your days.
• If any assignment or task doesn’t already have a deadline, give it one. Pick a date by which you’d like to have the assignment off your to-do list and use that as your deadline, as long as it’s a reasonable amount of time in which to do your assignment.

• For example, if you receive an assignment one morning that is due by the end of the day, add that assignment to your list somewhere near the very top.

• For example, if you have to write a research paper, the mini assignments for this task could be selecting your topic, researching your topic, creating an outline for your paper, and then writing the paper.
• Be sure to set “mini deadlines” for each of these mini assignments, as well.

Staying Productive

• If you have to bring your phone with you, turn it off and put it in your bag somewhere you can’t see it. If you keep it in your pocket, this will only tempt you to look at it when you’re working.
• If you’re working around other people, ask them to not disturb you until you’re no longer working.

• For example, if you do your best work in the mornings, set aside an hour right after you wake up every day to work on your homework.
• Aim to give yourself more than 1 hour each day if you can to work on getting caught up. However, if you’re struggling to find the time to work on schoolwork, 1 hour is the minimum amount of time you should set aside every day for working on assignments.

• If you plan to work for longer than an hour, consider bringing some food and water with you as well.

• If you can’t finish that first assignment in a single setting, you can also opt to work on that assignment for a set period of time, then switch over to a different assignment.

Tip : Make the session as enjoyable as possible. Have some snacks with you and a drink. If it doesn't distract you, having a pet in the room can relax you more-or de-stress you. Take breaks regularly to avoid straining yourself.

Preventing Yourself from Falling Behind

• If you have extracurricular activities that also make demands on your time, try to find a healthy balance between doing schoolwork and keeping up with these activities. Remember to prioritize your schoolwork if the extracurricular activity is less important.

• If you’re easily distracted when doing homework with someone else, though, this may not be the best idea for you.

Expert Q&A

You Might Also Like

• ↑ https://collegeinfogeek.com/how-to-stop-falling-behind-on-your-homework/
• ↑ https://www.takeyoursuccess.com/how-to-catch-up-in-a-class-after-falling-behind/
• ↑ Alexander Ruiz, M.Ed.. Educational Consultant. Expert Interview. 18 June 2020.
• ↑ https://www.bayleybulletin.com/7-tips-to-catch-up-when-youre-really-behind-in-high-school/
• ↑ https://www.parents.com/kids/education/homework/how-to-catch-up-on-homework/
• ↑ https://www.students.org/2013/09/25/miss-day-school/

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How to Never Miss an Assignment Again

Never miss an assignment again.

That which you had been dreading has happened. You either completely forgot about an assignment that was due or wasn’t able to finish and turn it in on time. While missing an assignment is something most college students are bound to face in a certain point of their academic trajectory, it can be a very unpleasant experience which can result in several complications with your marks in a specific subject. The best thing would indeed be not having to go through it.

However, with so many things going on at the same time, so many tests to revise for and a ton of other assignments due as well, it may often seem like science-fiction to be able to have everything prepared on time. True, it may be difficult, but it’s not impossible. In this article, we will give you some useful tips to help you organize yourself better and, as we say in Spain, “not get caught by the bull”… again.

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Let’s state the most important thing first, and that is

Forgive yourself. Regardless of the circumstances why you weren’t able to hand in your assignment on time. Acknowledging you’ve made a mistake and that you need to correct it is the first step towards improvement. Come to terms with what has happened and then let go; after all, there’s no use in torturing yourself over what you could have done differently once you can’t do anything else about it.

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Speak to your professor

If you weren’t able to complete your assignment because you or someone in your family have had a health-related problem, teachers are more likely to put themselves in your place and give you a chance to compensate for the mishap. Also, if you or one of your relatives have been ill, ask the doctor for a medical letter to show to your professor and prove that you’re not just making up an excuse.

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[10 Tricks To Help You Stay Motivated While Studying]

There’s (almost) nothing a good dialogue can’t solve

Even if you’ve missed your assignment deadline because you prioritized other things or simply because you procrastinated too much, talk to your lecturer if there’s anything else you could do in order not to fail the subject. Perhaps for this class, they’ll be taking the final exam’s marks more into account; or there are other assignments which would give you a good opportunity to make up for the incident. Keep in mind, however, that every professor is a world of their own. Just because Professor X told you that you could do a paper about tropical fish to compensate for the missed assignment doesn’t mean that Professor Y is willing to give you that chance. And furthermore, don’t try to have your way at all costs: if your professor says that there are no more opportunities, accept that no means no.

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Don’t let it happen again!

Whenever one of your professors proposes a new paper to turn in or a new project to present, take good note of it in your calendar or agenda so that you make sure not to forget about it and end up having the deadline catching up with you. Once you have the date in which your assignment is due in mind, you can start preparing it with enough anticipation.

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Get to work!

Go to your college or local library and start gathering the materials necessary for completing your project/assignment: read books, look up information online, take notes, write up some drafts… Of course, you don’t need to work yourself to death in a matter of a few days, on the contrary: dedicate every day a little time to your task, even if it isn’t more than an hour. If you start gathering up information and writing a couple of paragraphs since the very first day, you’ll see how you’ll have it done in time!

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“I’m stuck?! Help, please!”

Is your assignment topic too complicated? You don’t even know where to start? Are you at a total loss? Don’t worry we all have been there. If you see yourself struggling with your assignment, you can always ask your professor your doubts or request for a tutorship. If you address them in a polite manner and they see you truly interested in your work, they won’t refuse. Another tip that always helps is regularly attending your lectures: more often than not, your professors may drop little hints about what they’re looking for in an assignment… or even in the final exam! You can also resort to asking around your circle of college friends for some solidarity between partners. Keep in mind that at least two heads think more than one!

[Conquer Time Management in College and Get Your Best Results]

[The Best Guide to Getting Straight A’s in Your Exams]

If you follow these tips, you’ll see how you won’t miss another assignment again during your college years. But even if missing an assignment is not a very nice experience, think that you’re also a human after all and that it is impossible not to make a single mistake every now and then. Furthermore, there is always a valuable lesson to be learned from our slip-ups.

Do you think there are any other pieces of advice that should be taken into account for not missing your assignments’ and projects’ deadlines? If so, feel welcome to share them with us in the comment section.

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How to Finish a Huge Assignment or Project Overnight

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The great American writer Mark Twain once said,

“Never put off till tomorrow what may be done the day after tomorrow just as well.”

When we live by that advice, though, we sometimes find ourselves chugging concentrated coffee at 2 a.m. in a valiant effort to stay awake and finish a huge project that’s due in 6 hours.

As productive as I’d like to think I am… I’ve been there.

If you’ve been there as well – or maybe if you’re there right now – this week’s video is for you. I’m not going to waste time lecturing you about the importance of planning, there are other videos for that – let’s just look at the best plan of attack when you find yourself in a time crunch.

Now, we’re going to look at some specific concepts related to planning and willpower in a minute – The Impact Effort Matrix, Ego Depletion – but let’s start with the foundation: location selection .

I think your location is vital when you’re working under pressure, and personally I like to pick my study locations based on their “vibe” – that is, what’s going on around me. I tend to favor coffee shops and libraries – I still go to my university library at times even though I’ve graduated – because I work well when I’m surrounded by other people who are also working. Also, close proximity to caffeine is helpful.

The most important part of location selection, though, is avoiding the “call of the pillow”. When you’re studying in a time crunch, it’s likely you’ll be doing it late into the night. That’s why you want to get as far away from your bed as possible.

The later it gets, the more you’ll start rationalizing how good a nap might be and the more you’ll start deciding that certain parts of your project don’t matter. So pick a place where going to bed would be more effort than finishing the next part of your project.

That piece of business taken care of, it’s now time to plan your efforts . Before you start working, take some time to break down your workload into individual parts. Then, it’s time to figure out which ones should get the bulk of your attention.

Dwight Eisenhower often remarked that,

“What is important is seldom urgent and what is urgent is seldom important.”

In the book The 7 Habits of Highly Effective People , Steven Covey popularized the “Eisenhower Decision Matrix”, which is based on this principle. In the matrix, tasks are categorized based on their importance and urgency.

When you’re in a time crunch, though, everything can seem urgent – so importance is the factor you should focus on in this case. To that end, let’s use a similar but more fitting tool – the Impact/Effort matrix .

Here, tasks in a project are given scores based on their impact to the overall success of the project and the effort it will take to implement them. To illustrate how this works, here’s an example from my life.

When I was a senior in college, one of my final projects was building a web app. My idea was called AMPanic, and it was an app that would require you to log in and tell if you’re awake before a certain time – otherwise it would send an embarrassing email to someone. This was actually the precursor to the early wake-up system I use now, which I detailed in this video .

With this project, though, I found myself in a time crunch trying to finish it. So I broke my project down into different parts that I’d have to code and prioritized them using this Impact/Effort matrix.

The core functionality – the code that would let you set an alarm and an email message, the code that would schedule and send the email on time, and the function to cancel the email if the user checked in on time in the morning – those required a lot of effort to build, but they also had the highest impact on the project.

On the other hand, some parts of the site – like the About, FAQ, and Contact pages – didn’t have as high of an impact, but they were low-effort tasks. Since they didn’t take much time to create, I made sure to include them to make the site look more complete.

The main element of the site that I chose NOT to focus on was the user registration and login system. A proper one needs functions for resetting passwords, but I decided that the core alarm setting functionality would be more important to my grade since that was the point of the whole project. So I used a login system I had written for an old project and didn’t bother creating a way to reset passwords.

In the end, it was a worthwhile decision; the alarm system was more advanced than most of the other projects in the class, so I ended up getting an A.

To assign Impact/Effort scores to each component of your project – or each assignment if you’re juggling multiple – consider the following factors:

• What the core deliverables are
• The grading criteria for the project, what which components count for the most points
• What percentage of your grade each assignment counts for
• How much each component will contribute to the knowledge you need to have for tests, which usually impact your grade the most

Once you’e assigned scores to each component, I think it’s a good idea to tackle the ones with the highest impact and highest effort first. This is due to Ego Depletion – a phenomenon explained in Daniel Kahneman’s book Thinking, Fast and Slow . Citing research from the psychologist Roy Baumeister, he reveals that:

“…an effort of will or self-control is tiring; if you have had to force yourself to do something, you are less willing or less able to exert self-control when the next challenge comes around.”

Use the bulk of your willpower to complete the harder tasks first; that way, you’ll only have to deal with low-effort, high-impact tasks when you’re feeling drained.

That’s where we’re going to close for this week. If you select your location well, plan based on impact and effort, and tackle your tasks in a way that utilizes your willpower effectively, you’ll make if through your time crunch in one piece.

Need help finishing a personal project you’ve been procrastinating on? Read this next .

If you’re unable to see the video above, you can view it on YouTube .

Looking for More Study Tips?

You’ll find more tips on planning, study environments, and maintaining willpower in my free 100+ page book called 10 Steps to Earning Awesome Grades (While Studying Less) .

The book covers topics like:

• Defeating procrastination
• Getting more out of your classes
• Taking great notes
• Reading your textbooks more efficiently

…and several more. It also has a lot of recommendations for tools and other resources that can make your studying easier.

If you’d like a free copy of the book, let me know where I should send it:

I’ll also keep you updated about new posts and videos that come out on this blog (they’ll be just as good as this one or better) 🙂

Video Notes

• Eisenhower Decision Matrix
• Impact/Effort Matrix
• Ego Depletion

What other topics related to working under tight deadlines would you like to see covered in the future?

Do you have any additional tips? Share them below 🙂

If you liked this video, subscribe on YouTube to stay updated and get notified when new ones are out!

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How to Cut Homework Time in Half

The amount of time spent agonizing over assignments bears no direct correlation to the quantity of knowledge and learning attained. in other words, homework that takes forever is pointless. so learn how to blast through school work with these tips for parents and teachers of children with adhd..

Homework problems lead to many kids with ADHD failing in school. Almost every parent of a student with ADHD has been on the front lines of homework battles, but homework doesn’t have to be exhaustive to be effective. The National Education Association and the Parent Teacher Association recommend 10 minutes per grade level per day. In other words, a sixth grader should spend roughly 60 minutes on homework, while a first grader should have no more than 10 minutes each evening. If teachers are piling it on, have a friendly discussion with them. The following strategies for how to get homework done fast can shorten completion time and reduce stress at home.

Tools for Teachers

One size doesn’t fit all. Data from assessments (formal and informal), daily observations, and anecdotal notes from the previous week should be used to determine homework assignments. Before assigning the entire class the same math practice page or reading passage, classroom teachers should consider, “What does each child need some extra practice with?” Individualizing homework increases the odds that a child will complete it.

Factor in students’ learning styles . Be creative and give students a “menu of options” for homework. Options for learning weekly vocabulary words might be to write a rap song or create a PowerPoint using the words. Students will be more enthusiastic about the homework process if they are given choices.

Have a study buddy (or two). Assign willing students to be the go-to person to answer questions from a student with ADHD who doesn’t understand the homework assignment.

Be responsive to parents who report frustration over homework. Be willing to adjust homework assignments , so that students with ADHD and LD spend a reasonable, not an excessive, amount of time doing them each evening. Does completing 50 subtraction problems really help a child learn? Wouldn’t 10 or 15 math problems provide enough practice and give you enough feedback? Try to shorten and reduce the workload — particularly the amount of writing required.

[ Free Download: The Teacher’s Guide to ADHD Learning Styles ]

Post assignments on the board. Write the homework assignment in the same place on the board each day.

Have students use an assignment calendar or agenda — then guide and monitor the recording of assignments.

Collect homework and give some feedback. It is frustrating to students and parents to spend a lot of time on assignments that the teacher never looks at.

Don’t assign homework as a punishment or a consequence for misbehavior at school. Don’t send home unfinished classwork to do as homework. Instead, provide the necessary modifications and supports, so that in-school work is in-school work, and homework is homework.

[ Turning It In Should Be the Easy Part of Homework, Right? ]  

Provide a variety of ways for a student to get homework assignments. Record assignments on a classroom answering machine or school voicemail, as well as on the teacher’s Web page. Another option: Post homework assignments on an outside window of the classroom, so students can return to check it after school.

Provide incentives for turning in homework. Let your students play Homeworkopoly (download the game board and “Chance” cards at teachnet.com ). Every day, students who have turned in their completed homework get to roll a die and move their individual marker that number of spaces along the game board, which looks like a Monopoly board. Along the way, they may land on special squares, earning small prizes or privileges.

Have students chart their progress. Ask students to graph their own homework completion and return rates.

Check assignment calendars and planners, since students with ADHD often make careless recording errors, entering assignments on the wrong date. Routinely ask table partners or groups seated together to check each other’s assignment pads.

Are the parents in the know? Invite parents to observe lessons in your classroom, so they will have a better understanding of how to work with their child. Don’t assume that parents will know what to do or how to help their child complete the assigned tasks. Demonstrate ways for the parent to help her child. Parents are a key factor in student success, and teachers must take the initiative to educate them.

Pointers for Parents

Be there. Sit with your child and talk through what needs to be done. Once she starts to work, you may fold laundry, knit, or read in the same room. At some point, she may ask you to leave. If so, go.

Get him moving. Physical activity — walking on a treadmill or fiddling with pipe cleaners — increases alertness for mental activity. Encourage your student to walk around the house reading aloud from a book. Chances are, she will soon settle down and be able to focus on her work.

Use medication. By the time they get home from school, most kids with ADHD are tired and their medication is wearing off — a double whammy for doing homework. Talk with your doctor about prescribing a short-acting medication. When medication is working, students stay focused and complete homework more quickly. They also tend to remember the material they studied.

Set the stage. It’s the end of the day and everyone in the household is tired, but you still have to do homework. Make your child feel comfortable as he starts his homework. Have him wear comfortable clothes and make the sure the environment doesn’t distract him. Some kids need a quiet room with no distractions, while others may need a little background noise.

Make it fun. Writing definitions for 25 vocabulary words is boring. Turn it into a game! Post words and definitions around the house for them to match. Have them jump on the trampoline while learning multiplication facts. Talk with their teacher about ways to make homework active.

Avoid interruptions. Once the student begins homework, hold his telephone calls until break time or until homework is completed. You may have to take a cell phone away to keep him from texting.

Spice things up. If a homework assignment is boring, play music or TV at low volume. When reading, break assignments into segments marked by colored paper clips. When the student reads as far as the clip, he can take a break.

Skip missing information. Students with ADHD often look for excuses to stop doing their homework. So if he needs information to answer a question, have him work around it, leaving a blank that can be filled in later that night or the next day.

Take a break when no homework has been assigned. Don’t require your child to study on those days. Use the time to have fun with your child. You will deepen family relationships and build his self-esteem.

Find a tutor. If you find it hard to help your child with schoolwork, find someone who can. A junior or senior high school student may be ideal — and the right price — depending on the need and age of your child.

Put completed homework into the appropriate folder. See that completed work is placed in the designated folder and is put into the backpack the night before. To keep him from losing it before class, set up a system with the teacher to collect the work upon arriving at school.

[ The ADHD Homework System We Swear By ]

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Strategies for reaching out to students who have gone missing or are falling behind

by Harry on February 19, 2016

A friend writes:

I am putting together a teaching workshop in my department that will focus on strategies for reaching out to students who have gone missing or are falling behind. Any suggestions of short things to read that I could circulate ahead of time?

I don’t know of any short readings, but thought that some CTers might and that, even if not, a post might generate a discussion worth reflecting on.

All I have are anecdotes and I’m inhibited from telling them because the people involved might recognise themselves — the more detailed the anecdote, the more useful, but also the more likely they are to recognise themselves. My main strategy, if you can call it that, is to write gentle emails to students who are persistently absent, in a tone that invites them back to class without bugging them or being harsh. This almost always elicits a response, and several students have observed, later, that the tone of the email was important because the student had missed enough classes that they were embarrassed to come back, and some of their absence was just caused by previous absences. Here’s one that I feel confident the student in question will recognize, but will be fine with:

“Are you doing ok? I’m just writing because you missed class last week, and I wondered if you’re doing ok. Don’t worry, I’m not giving you a hard time: mainly I want to nudge you to be sure you’re in class on Tuesday because it will be fun, and you’ll make good contributions.”

Obviously, the final phrase is only there because it is sincere (I knew she would make good contributions if she came to class, and in this case knew that she probably knew that too). Occasionally such an email prompts much deeper interaction — obviously, some persistently absent students are just absent, but others have real problems that they are not handling well, and need help with. But even though such emails usually get a response, and always a friendly one, they are not all successful — in the class from which the above email is taken another student persisted in absenteeism, and wouldn’t get help.

Anyway — if you can recommend reading that’d be great, and if you can’t, but have stories that of things that have worked, or haven’t worked, that’d be great too.

Share this:

{ 67 comments }

chris y 02.19.16 at 3:48 pm

Put a Glock to their heads.

AcademicLurker 02.19.16 at 4:19 pm

If Mount St. Mary’s doesn’t adopt a bunny holding a Glock as their new mascot, I’ll be terribly disappointed.

Sumana Harihareswara 02.19.16 at 5:01 pm

Harry, in my experience as a teacher and as a manager, I can’t think of anything more effective (in a broad-spectrum way) than the kind of email you suggested, in an explicitly nonjudgmental tone. If I’m close enough to the person, as in a seminar or an employer-employee relationship, I might add a phone call after an initial email has not been answered for about two days.

When I was doing my bachelor’s and I flaked on an undergrad research assistant gig, I was embarrassed to get back in touch with the professor after what felt like a super long time had passed, and I would have welcomed the kind of note you mention.

Trivial 02.19.16 at 5:09 pm

Your individual *nudge* usually *gets a response,* but both frequently and infrequently (depending on the class) such a message is met with silence. I usually send listserv reminders to the students and, if a student initially provides documentation, a follow-up message. That said, your individual message seems to spur attendance. I’ll mull over more examples from my own limited experience.

RNB 02.19.16 at 5:39 pm

http://www.scientificamerican.com/article/how-to-improve-your-life-with-story-editing/ “For example, I did a study with first-year college students who were not doing well academically. They were at risk of adopting a negative, self-defeating thinking pattern in which they blamed themselves and concluded that they weren’t “college material.” We randomly divided the students into two groups. One group got information indicating that many people do poorly their first year but do better after they learn the ropes, and watched videotaped interviews of upperclass students who reinforced this message. The idea was to encourage students to change how they interpreted their own academic difficulties, redirecting them away from the negative, self-defeating idea that they weren’t cut out for college, to a more positive interpretation that they needed to learn how to do better. It worked: This group of students, compared to the control group (who got no information), achieved better grades the next semester and were less likely to drop out of college.”

Philip 02.19.16 at 5:40 pm

I am thinking more of ESOL for adults in the UK, than HE but reinforcing that being absent is okay but you need to let the tutor know what is happening. If one session is missed with no explanation then ask why and if everything is okay and give a reminder that you should let the tutor know before the session or if you can’t then as soon as possible. If it is more than a couple of sessions then a gentle email or phone call to see if everything is okay and reassure them that they haven’t missed too much or what they need to catch up. Mainly it is about having a good relationship with the students so they will communicate what is happening. Obviously this will be different in large HE classes. I would imagine more institutional support, from induction materials, student services etc. would be needed to reinforce the message that attendance is important but if you are absent tutors want to know, understand if it is a good reason, and try and help you.

Bloix 02.19.16 at 6:38 pm

And when there’s no reply to the email? In that case, you are watching a slow-motion fall from a ten-story roof.

A human being needs to talk to the student, in person, about the effect of failing a class. Promptly. This can be you or someone else.

Find out if the student participates in an activity. A club sport? A music-acting-debate-journalism-tutoring-student government activity? Ask the coach or whatever to help. This person can impose consequences. (Before you get on the bus for the away meet, you need to talk to Prof B.)

Is there a dorm mommy/daddy? Or does the kid belong to a Newman Club? Hillel?

If nothing is working, go to the dean for student affairs. Someone needs to tell the student that s/he is in danger of being asked to leave. Someone needs to say, which will be more embarrassing – talking to Prof B, or telling your parents that you flunked out? Someone needs to see if the kid is clinically depressed or has overwhelming financial, substance abuse/video game addiction (seriously!), relationship, or other difficulties.

Aside from the effects on the kid’s future – Starbucks, here we come! with $50,000 debt and no degree! – a failed class is $5000 down the toilet. Saving that kind of money is worth a vigorous intervention.

Trivial 02.19.16 at 7:22 pm

I also review academic dates during the initial weeks of the course, including refund and registration deadlines. After three or four weeks, my particular institution requires instructors to submit final rosters with no-show notations. This procedure shifts responsibility for silence, distinguished from limited responses, to administration. By mid-semester, however, administration provides instructors with a roster form that similarly includes grade-check notations (assume grades address participation rather than compulsory attendance). Instructors resubmit the roster, at which time an administration representative emails noted students with a grade-check message. This procedure, however, in no way precludes instructor advocacy for all students aa well as an individual student with prior documentation.

Lisa 02.19.16 at 7:47 pm

I like the way you keep it concerned but light. I wouldn’t say ‘don’t worry I’m not giving you a hard time…’ because I’d worry they’d get the idea their lack of attendance won’t affect their grade. I try to shoot for kind but firm– ‘just checking in…let me know if you need help with …midterm is in 2 weeks…’ I think keeping a tiny edge in there but showing you care is better because they may be looking for a reason why it’s OK to stay home. Totally made up figures but I’d say they respond about 80% of the time and about 50% return from their wanderings when given a breadcrumb trail to complete the course.

If they keep not showing up I say they have to meet with me or withdraw because they won’t pass without attending class–while also giving them that one last chance to catch up when this is possible.

A second suggestion is to talk to student advising. They sometimes have strategies to contact students and offer them more personalized assistance than is appropriate from a professor.

Some of my most brilliant students had periods of very poor attendance or bad grades. Usually it is due to life circumstances but it is also common for people of high ability and potential to become perfectionists and choke under pressure–both within and outside of school. Often it is temporary and they pull it together. I’ve even seen students go on to do wonderfully after a very serious bump in the road that required a leave for poor grades.

You should never shoot bunnies but I doubt anyone can perfectly identify bunnies in one semester or even in Freshman year. And even the bunnies may turn out very well.

Collin Street 02.19.16 at 8:31 pm

No, they really, really don’t, Bloix.

A communication is only useful if it contains information not known to both parties; having failed more than a few classes in my time, and knowing people who’ve done the same, I can assure you that by and large students who fail classes are fully aware of the consequences of that failure, and so communicating that.. well, it can’t be communicated because it’s information all parties already know, isn’t it.

What students don’t generally know, what Harry is trying to communicate to the students, and what you are opposed to Harry trying to communicate to the students is the possibilities and the pathways to not failing: that missing a few classes still leaves them in a recoverable position, that from where they are now failing out of the class is not the only option and attempting to catch up is not futile. Reducing the barriers to getting the student to turn up next time, reducing the stress — and thus cognitive burden, &c — on the student.

Telling students things they’re already perfectly aware of — what you’re proposing — adds stress to the students and so does not “help”. It makes things worse. If someone’s in a hole, they need a pathway out of the hole: they do not need to be told, and it is not helpful to tell them, that they are in a hole.

[to communicate effectively you need to put yourself in the position of the person you are communicating with to see the information that you have that a person in their position would want.]

TheSophist 02.19.16 at 8:37 pm

Many years ago I failed out of an ivy league school at the end of my sophomore year. Looking back on it now, it’s easy to see that after I’d missed a handful of classes due to hung over sleeping in/wanting just one more bong hit on the way out of the door/ just being lazy I got to the point where I was just plain embarrassed to show up, and so I didn’t. I think an email similar in tone to the one in the OP might have done wonders for me, in that it would “give me permission” to return to class without feeling too humiliated. Of course this was so long ago that email wasn’t a thing yet, so a prof might have had to make a phone call – an interaction that I suspect neither I nor the professors would have relished.

Best of luck to your friend with this. Sincerely.

T 02.19.16 at 8:56 pm

What you’re suggesting is standard operating procedure at some US liberal arts schools. I strongly encourage you and your friend to adopt this approach. Sometimes the issue is too many bong hits as noted by TheSophist. Other times it is depression. In either case, having a faculty member or dean show interest can be very helpful. In my experience, large public universities are terrible at this sort of thing, especially in cases of depression where a call or email might help the student reach out. So kudos to you for raising this issue and good luck to your friend.

harry b 02.19.16 at 9:21 pm

I’m basically technophobic, but TheSophist’s last point about emails and phone calls is something I have often thought about (and thought about blogging about) — I can’t imagine making a phone call with the content of the email I described, and, furthermore, I can’t imagine it prompting the valuable kind of correspondence I have sometimes had as a result. Email facilitates a different kind of communication in other words.

In addition to the fact that there are pathways to passing I am trying to communicate something else in the emails– without being too explicit (and thus seemingly pushy) about it I am trying to signal openness to hearing about the reasons for absence, which in some cases has been successful, with very nice outcomes. Students often have problems that are much more easily mitigated than they think; its just that they need to find the people who have the resources to help (and, often, professors know what those resources are, even if they don’t always know how to get the students to them!)

engels 02.19.16 at 9:29 pm

a prof might have had to make a phone call

Or written a note?

Bloix 02.19.16 at 9:31 pm

“No, they really, really don’t, Bloix.” Yes, really, really, they do, Collin Street.

“A communication is only useful if it contains information not known to both parties.”

I cannot begin to count the ways that this is a false statement. A husband says “I love you” to his wife. Is that a non-useful communication? And we can go from there.

“by and large students who fail classes are fully aware of the consequences”

That by and large is doing a hell of a lot of work there.

engels 02.19.16 at 9:34 pm

I can remember missing a couple of classes once at college (for complicated health reasons) and getting a very aggressive response. The dynamic this set in motion was definitely not a positive one (although it wasn’t ultimately fatal).

harry b 02.19.16 at 10:20 pm

Before email, in fact, we had no way of contacting student, now I think of it — neither addresses nor phone numbers were available to faculty (here). I guess you could have gathered them at the beginning of the semester, but I’d bet that would have seemed creepy (as, eg, collecting phone numbers still would have 5 years ago, though I’d guess it would be just fine now — and, indeed, I do sometimes ask for phone numbers, especially from students who are bad emailers)

PJW 02.19.16 at 11:06 pm

I tentatively approached a professor in 1983 at the University of Iowa after missing three lectures in the hope of receiving some guidance about getting caught up in the class and they spoke to me as angrily and harshly as anyone ever had in my life before or since. I just quit going to class altogether and took the mid-term and final exams. I have always regretted her behavior and mine.

engels 02.19.16 at 11:49 pm

Before email, in fact, we had no way of contacting student, now I think of it

I’m surprised to hear that – I was assuming they had pigeon holes or similar (like we did).

harry b 02.20.16 at 12:01 am

I know! I’d forgotten. At a small liberal arts college I know they had voicemail addresses, and pigeonholes, but at the large institutions I’ve worked in — nothing at all! Probably not that hard to track down a kid living in a dorm, but impossible to track down anyone else. Maybe, of course, this made students more attentive. But I guess email is a boon to communication between professors and the kinds of students who don’t just automatically come and talk to them.

Alan White 02.20.16 at 12:08 am

Harry your approach seems very reasonable and charitable (in contrast to PJW@18’s experience!) .

One anecdatum about students’ reluctance to contact professors. . .

Many years ago when we were first using an electronic means of entering final grades on an institutional platform, I received a call from the mother of one of my best students about three weeks after the semester. She inquired on behalf of her child why s/he had received an F. I immediately replied, that’s not possible–the student got an A. She said, no–my child got an F. I assured her that was wrong and I’d look into it.

Consulting student services quickly revealed it was my entry error: a student who had stopped coming to my class early on was listed on the electronic roll just before my A student. That student, not having dropped the course, of course had an F. Somehow I not only gave the missing student an F–I accidentally also gave the following A student an F too! Even though I reviewed my entries, I’d missed the mistake.

Here’s the kicker–the A student just assumed the s/he had failed the final! (Even though had s/he done so, s/he had enough points for a solid C, and should have known that.) S/he refused to contact me because s/he was so convinced I was a diligent professional that failure on the final was the only plausible hypothesis!

(Of course the irony for this thread is that a missing student became a factor in all this.)

Thank heavens the Mom called me and had enough confidence in her child to step up and ask. Believe me–I now triple check my final grade entries.

So students can have a number of reasons for failing to contact professors–including over-confidence in the conduct of their professors’ professional lives.

Maybe we sometimes need to remind students we are not perfect, even while we also try to model strong intellectual values about responsible learning. Humility seems a nice addition to the mix.

magari 02.20.16 at 12:36 am

Interesting post. Is this evidence of a broader shift in the perceived responsibility of what faculty members owe their students?

Trivial 02.20.16 at 1:19 am

At my particular institution, procedural mechanisms attempt to address both employment guidelines and legal or otherwise behavioral modes of conduct for the fulfillment of Instructor responsibilities. But procedure does not necessarily *preclude instructor advocacy for all students as well as an individual student with prior documentation.*

harry b 02.20.16 at 4:29 am

I have a story like yours Alan — longer ago, when entry was done at the registrar’s office. An A was either mis-entered or misread as a D. It was changed ONLY because the student in question told a friend of hers she was disappointed and he came and asked me what was up. It wasn’t my error, but I had no way of knowing (because we were never given the final entered grades to compare with our grade sheets). My handwriting immediately improved, though only for grade recording purposes. (I’m slightly unnerved that I remember her name, as well — she graduated in 1995, according to linkedin…)

Bloix 02.20.16 at 5:44 am

“Before email, in fact, we had no way of contacting student,”

Anyone know Mr Jones? Ms Smith, you do? Would you please see me after class? Thanks.

“the perceived responsibility of what faculty members owe their students”

The employees of an institution that is selling a service that costs $50,000 per year, knowing full well that the money is borrowed and that failure to receive the service can ruin the recipient’s life, perhaps have the responsibility to make an effort to deliver that service.

Bloix 02.20.16 at 5:51 am

@21 – “a student who had stopped coming to my class early … not having dropped the course, of course had an F.” Of course. And the missing student who got an F for failure to complete a trivial administrative task just dropped out of your life. You have no idea what happened to him or her and it has never bothered you for a moment. After all, he or she was an adult, right?

Collin Street 02.20.16 at 6:14 am

Shorter Bloix: the best way to deal with students who have gone missing or are falling behind is to threaten or belittle them; assistance and guidance are neither useful nor advisable.

harry b 02.20.16 at 12:23 pm

Bloix — that might work for some kids. But, thinking about the class in which I sent that particular email, out of 20 students only 5 knew others in the class until I forced them to get to know each other (see earlier post); which is pretty typical, except of my Freshman class. Now, even though they don’t know each other, facebook would come to the rescue if I lacked email. But not then.

magari 02.20.16 at 2:18 pm

I show up, I deliver. I can email repeat absentees to remind them they are welcome in the class, but aren’t there possible negative knock-on effects to this type of hand-holding? I understand the urge to care for students, they are fellow human beings, and I do actually care about education. And I understand that as education “democratizes” it brings in students who, for a variety of reasons, have a difficult time applying themselves to something with no immediate pay-off. Some are working a lot of hours, some have family responsibilities, and some may end up in college just because there wasn’t anything else to do. I understand that the academic teacher-student relation, including expected duties on both sides, was founded in an era when students were relatively privileged. But what Harry is referring to strikes me as part of the general swing in the academic relation towards customer service. Not sure how I feel about this.

Bloix 02.20.16 at 3:23 pm

@27 – Shorter Collin Street: I show up, I talk, I go back to my little office to write articles no one will ever read. If some of the poor schmucks who have mortgaged their lives to pay my salary get fucked, hey! that’s their fault! They trusted us!

mdc 02.20.16 at 3:38 pm

I like being able to run into students in the hall or on the quad ‘by chance’, and take them aside for a quick check-in. (This is one advantage of a tiny school.)

One question is whether there is a shared understanding between faculty and students as to the educational significance of attending classes. At some schools, this understanding and its corresponding expectations might differ vastly between different departments, or even within a department.

jake the antisoshul soshulist 02.20.16 at 3:45 pm

I recommend against chewing them out for not coming to glass. At least not in the way that one English professor (department head, actually) did to me for dropping his class. Not that his points were particularly incorrect, but he certainly did not motivate me to take another of his classes. It was true that I could have gotten my lazy self-indugent body up earlier to get to his 8 o’clock, but in my defense, I was an immature 18 year old at the time.

Alan White 02.20.16 at 3:46 pm

Bloix–

All missing students are informed at midterm by email and snail mail if they are below a C, with a request to please drop the course. It works about 3/4 of the time.

harry b 02.20.16 at 5:30 pm

There is NO agreement about the value of attending class, and I am sure that many classes are worth missing regularly — and I am fine with people missing mine from time to time, as they have other things on their mind. But I try hard to make sure that there is lots of learning to be gotten out of taking my class. At my institution it is rare to run into someone by chance… especially between Thanksgiving and Spring break for obvious reasons.

I don’t think of this as customer service. They are not adults as far as I am concerned, and even those that are took my class voluntarily, and so have subjected themselves to my regime. My job is to try and get them to learn a particular set of skills and content. Most of them can’t do that if they are not in my class. Some combination of their parents, their future selves (as Bloix reminds us) and the state are funding this, so I have some sort of duty to intervene in ways that will help make them both more productive contributors to society and more successful people (not necessarily financially, but all-things-considered).

On the possible negative effects of hand-holding. Sure. Bu I judge that few of my students are at risk of becoming delicate flowers due to excessive handholding. I’m much more worried about severe depressions, people getting lost, and people never getting excited about learning. However their parents treat them, very few have experience of being praised by professors. You’d be surprised how often I hear someone say “I came to Madison assuming that no professor would ever know my name”, and how many have roommates or friends still don’t have a professor that they can talk to. Might be different at a SLAC.

harry b 02.20.16 at 5:34 pm

And — I do not perceive a general swing in the academic relation toward customer service at all! But obviously, its really hard to know what’s going on!

RNB 02.20.16 at 6:22 pm

I’ve had three students thank me for having contacted students services to check whether the student was abusing drugs or alcohol. I am always so wary about doing this as I could be misreading the signs. But I tried to observe the students over some time before making the call, and I present counter-evidence to my suspicion. But I do think it is our job as teachers to make such reports, though I imagine that some here would challenge me; and I am open to hearing the other side. Again let me emphasize–abusing drugs and alcohol in the sense that the student’s speech is slurred or manic, eyes are blurred, temper seems overly sensitive. I am lucky that at my University we have very good professionals who follow up on these calls. And I know that their intervention helped to turn around the lives of at least three of my students. I was also worried about a student becoming suicidal after writing to tell me that she could not write a paper because her boyfriend had made life not worth living after having broken up with her. I immediately called because the student had suggested to me in a previous year that she may have tried to take her life before. The professional on the other side of the call was very happy that I made the call even though the student’s comment could have been nothing but an excuse for the lateness of the assignment. I encourage teachers to know the phone numbers and emails of the mental health professionals who support students at your school.

RNB 02.20.16 at 6:45 pm

No one really picked up on what Tim Wilson said @5. But I loved seeing confirmed what I thought was one of my important roles as an academic adviser to a struggling student–story editing. I reinforce to transfer students how well they have done in their first semester as a transfer even though they may received lower grades than ever before in their life. I tell them that the only mistake they made was not taking a reduced course load in their first semester. I tell more or less true stories of students who struggled until they found a path for themselves and went on to do great things. I validate their alienation from scholarly pursuits, underlining that university learning is indeed only one way of learning about the world and only one way of achieving distinction; but that there is still great value within these limits. If I sense the student’s alienation may have class determinants, I share with them Annette Lareau’s findings about why students from the middle class already having had many encounters with tutors are much more comfortable with professors than working class students who were not whisked to one private lesson after another as kids. There is no set list here; the challenge is getting to know students well enough to motivate them…when you are teaching seven courses a year, writing countless letters of recommendation, developing new courses, trying to write down new ideas, raising kids, and writing comments at CT.

Metatone 02.20.16 at 7:12 pm

As someone who teaches, but was also an imperfect student in my time, I have to second the emphasis on helping students not be embarrassed. Shame is a huge part of the problem for some students who have gotten into a vicious circle.

For me, I think the email approach is good, but it is worth trying to make contact in other ways too. If only to say “I noticed and will try to help.”

Glenn 02.20.16 at 7:34 pm

I’m in agreement with harry b @34 that hand-holding is less concerning than depression or low self-esteem. I remember plenty of people (myself included) who suffered from feelings of isolation and of futility during undergrad. Just knowing that someone cares about your progress and wants you to succeed can make an enormous difference.

Trivial 02.20.16 at 9:56 pm

Different educational institutions may (or may not) serve different purposes, but regulatory procedures for both *teaching* and *customer service* do not always foreclose iterations of advocacy, student or otherwise.

OSweetMrMath 02.20.16 at 11:27 pm

Bloix takes the position that (a) students do not appreciate the consequences of failing and (b) professors who do not threaten the students with these consequences do not care about the students.

I wonder whether Bloix has teaching experience, and if so, whether these methods were successful.

I’d also like Bloix’s input into a teaching experience of mine: Student comes to me during the first week of class to say that they need this class to graduate, have already failed it twice, and have a job which is contingent on graduating (and therefore, on passing this class). I say, “okay then, come to class, do your homework, come to my office hours, work hard.”

The student does not do homework, come to office hours, or work hard. After the second exam, they come to me to say they are concerned about their grade. I say, “well, you failed both exams, but I’m still willing to give you a passing grade if you work hard and do better on the final.” Their grade on the final is the same as on the previous exams.

My question for Bloix is, did this student fail because they were unaware about the consequences of failure, or because I did not care enough about the student to make the consequences clear?

As for what works, I don’t have a lot of experience, but all I can offer is compassion. My sense is that students who are doing poorly are usually some combination of terrified and in denial. What they need is reassurance that they can in fact do this stuff, and that you are willing to help them if they ask for it.

I was a wildly inconsistent student and now I’m on the other side. My belief is that we need to help students to build good work habits, including an ability to recover from mistakes. This means grading their homework, factoring attendance into their grade, and giving in class quizzes. You can’t let them think that because homework or attendance doesn’t directly affect their grade, they don’t have to do it.

To help them recover from mistakes, you have to be open and flexible. Didn’t do your homework? No problem, make sure you do the homework for next week. Skipped a week of class? Make some effort, get the lecture notes from another student, read the sections in the textbook, and come to my office hours to go over it with me. Have a really dumb question in class? Ask it. It may be less dumb than you think. Other students probably have the same dumb question. I may not have taught a concept clearly, and I may not know that unless people start asking dumb questions about it. Failed an exam? It’s just one exam, you can compute its effect on your course grade. If it’s still early, maybe you should drop the course and try again next time. Or if you can do well enough for the rest of the course, you can convince me it was a fluke and I might discount it when computing your final grade. Either way, the standards for this course are now clear, and you can judge how hard you have to work to get the grade you want.

For the course I’m teaching this semester, the discussion sections are to go over homework problems they should have already done. The standard I’m trying to set is that they don’t have to walk in with the right answers, as long as they’ve walked in having worked on the problems. I want them to be comfortable saying that they don’t know, or even that they didn’t try, if I call on them about a particular problem. They’re not the only student in the room who doesn’t understand the problem. If they are willing to talk about what they don’t understand, then we can discuss it collectively and hopefully elevate everyone’s understanding.

One line I’ve been using a lot this semester is, “you probably saw this in a previous class. If you’re like me, you saw it and have since forgotten about it. Let’s review it.” The goal is to say that it’s okay to forget things or to not understand things the first time. Relearning and trying things again is a necessary part of the learning process.

So far I’ve had mixed results. Some people are clearly extremely uncomfortable admitting that they don’t understand. They don’t come to the discussions, or if they do come, they refuse to answer or just shut down if I try to get them to talk through the problems.

Others have jumped at the opportunity, and will volunteer to answer problems and then lead off by saying they didn’t get all of it but this is what they started with. Some students will also cut in to help other students, even if it’s just to say that they think they know the next step, but they don’t know where to go from there.

I have been trying to encourage the students for any response at all, even just saying that they don’t know, in hopes that more students will become more comfortable speaking up as the semester goes on. I also remind them in the lectures that attending the discussions is mandatory. (This doesn’t help for students who also don’t come to the lectures.)

I’m trying for a carrot and stick approach. Sticks: Discussion attendance is mandatory. If you don’t do the homework, you will be embarrassed in discussion when I ask you how to do the problem. Carrots: Any response at all in discussion is acceptable. If you say you haven’t done the problem, I will thank you for any contribution you can make and then move on. You may feel bad for not knowing the answer, but I will do my best to not focus on the fact that you don’t know. I want to keep the focus on the problems and answers, not on whether particular students know the answers.

Another carrot is that the problems we go over in discussion tend to be closely tied to the exam problems. Coming to the discussions and studying the solutions to the problems covered there goes hand in hand with doing well on the exams.

Not every student is going to do well. But I believe that more students will try to do well if you communicate to them that you do not expect them to be perfect and that you are committed to helping them to learn, even after they make mistakes.

OSweetMrMath 02.21.16 at 12:15 am

As a reference, the book “Teaching Mathematics in Colleges and Universities: Case Studies for Today’s Classroom” by Solomon Friedberg, published by the American Mathematical Society, has some discussion on handling struggling students. Case Study 9 may be most relevant, although the focus is more on a student who is not completing the work rather than absenteeism.

Another reference I’ve used for teaching generally is “How to Teach Mathematics” by Steven Krantz, also published by the American Mathematical Society. There’s not much in the book about absenteeism, but I’ve found its discussion of the psychology of teaching to be helpful. Relevant here is the need to convince the students that you care about the course and about them in order to encourage their motivation in the course.

Bloix 02.21.16 at 12:58 am

@34 – “I have some sort of duty to intervene in ways that will help make them both more productive contributors to society and more successful people”

Yes. Thank you. As I’ve said in response to other posts (forgive me for not saying it earlier on this thread) I have nothing but admiration for your efforts to do so.

Alan White 02.21.16 at 3:37 am

And I thank you Bloix for your apology to harry.

Now I have to deal with a student who professed severe psychological problems in a paper I read today–including self-harm–because of course I don’t care.

Stop commenting on people and situations you are ill equipped to evaluate except by sweeping self-confident generalization.

Alan White 02.21.16 at 4:32 am

BTW OSweetMrMath–terrific comments.

Philip 02.21.16 at 10:13 am

As an undergraduate I missed quite a few lectures and seminars but always did enough not to give concern to lecturers. I could have missed some of the sessions with no problems but a word from someone to give me a bit of a kick up the arse might have helped me. Other situations will need a bit of support, gentle encouragement, or reasurance, so to me the important thing is having students communicate what is going on so you can figure out how to respond. This will require effort from both sides to work.

Val 02.21.16 at 12:45 pm

Thanks Harry for this, I appreciate it. Unfortunately I don’t have suggestions, just a problem, but I’d like to mention it in case anyone has ideas or similar experiences. I have to be a bit discreet but it’s difficult – anyway in the undergraduate courses I teach in, it’s normal for teaching staff to contact students if they are not meeting attendance requirements or handing in assignments, and I think we would usually do it pretty supportively. However once a student gets behind, they usually need ‘special consideration’ in order to overcome the regulations around missing due dates etc, and to get that they have to go through an administrative process. This seems to be where they fall out.

It’s frustrating, because you can, for example, have a student who has completed quite a bit of the work, then misses an assignment. You contact them, find out what the problem is, tell them that with special consideration they can still lodge the assignment, and that even if they don’t get a very good mark they can still pass the unit, tell them how to complete the form and where to lodge it, etc – and then you don’t hear any more, a couple of weeks pass, it’s end of semester and you get caught up in assessment, and next thing is results are closing and you have to fail that student.

I think that in some cases it’s the administrative process, or the administrator, that is the block for some students, rather than the teachers. It seems there may at that point be a concern for the letter of the law rather than the spirit, if I can put it that way. It’s hard to know what to do about it though without getting drawn into some major conflict.

Philip 02.21.16 at 3:07 pm

Val, the one time I asked for special consideration was during my MA and my grandad was diagnosed with terminal cancer. He died when I was writing up my dissertation and I got a two week extension. Earlier in the course a lecturer had made a comment about students claiming a grandparent had died, in order to get an extension. That made me put in a copy of his death certificate with my special consideration form, which was a hassle I could have done without, especially asking my parents for the certificate but there had been that implication the reason would be disbelieved. I have been lucky and always been on courses with low numbers of students so got to know staff a bit in seminars. I got on well with my dissertation tutor so I had no problem going to him to ask for some help.

My general feeling is that there needs to be an environment where students are encouraged to contact staff if they have any problems. That would help give time and clear any admin hurdles and you would also need flexibility on the admin side for genuine emergencies and unforeseen problems. The message needs to be consistent and can’t just be delivered by academic staff, especially in large courses where you can’t get that individual relationship with each student. It needs to come from support and admin staff and general information given to students so they know they can get help and where from before they run into problems.

kidneystones 02.21.16 at 3:24 pm

All students in classes where attendance is monitored are required to take the cell phone numbers and email addresses of at least two other students. This exchange occurs in-class under my supervision during the first two weeks of class. We repeat this activity for the first four classes to ensure that all students have the contact information. It is then the students’ responsibility to come to class. If students choose to absent themselves from class for any reason, they alone are responsible for learning from other students what they missed and ensuring that they come to class prepared with the missing assignments completed and in-hand.

Like others (many, perhaps), I have been confronted by students who are burdened by health issues (physical or mental). My responsibility is to ensure that the administration is made aware of this fact, so that the students receive professional care/counseling. Once I have done that, I concentrate on ensuring that the students who are trying to improve receive all the support I can provide. Teaching practices and class activities are designed to re-enforce through peer-review, peer-teaching, and task activities designed to reveal concept error. Some students self-select for failure. That’s their decision to make and I respect their right to make that choice.

harry b 02.21.16 at 3:32 pm

Is there an actuary reading. Here’s a puzzle:

If you are teaching a class of 100 students for a whole semester (16 weeks), how many of them, on average, will have a close relative or close friend die, or become seriously ill — or a not quite so close friend die in tragic/traumatic circumstances — during that time? At least one, surely? I am surprised, to be honest, how rarely it seems to happen.

I usually, in large classes, make a comment early on saying that I know that a bunch of people are going to be dealing with difficult things over the 16 week period.

Bloix 02.21.16 at 4:33 pm

@44 – I’m not apologizing to Harry. I liked the OP and it’s not my problem if you’ve read me so carelessly that you don’t understand that. What I do not like – what fills me with rage, in point of fact – is universities that fleece their students and professors who don’t much care. Harry is not one of them. And yes, I understand that you’ve got no choice but to deal with a student who has announced to you that s/he’s going to kill him or herself. You’d be sued if you didn’t. But how many of your students simply disappear?

@50 – in one three-month period an uncle, a grandparent, and a very close friend died. Three funerals and one four-day bedside vigil. I didn’t flunk any classes but it wasn’t my best semester.

harry b 02.21.16 at 7:09 pm

That’s awful. When I wrote #50 I thought about the kid who lost his father in early March a couple of years ago. His mother and father weren’t talking, and his mother offered no help. No will. A younger brother. He had to do everything including the funeral. He only told me because two of his friends knew me well enough to know I’d be sympathetic, and they bugged him to talk to me (or, maybe, told me to talk to him, I can’t remember).

Phillip @#48’s story suggests something that is very hard, actually, to process and internalize — that off-hand, seemingly insignificant, comments can have quite bad unintended and undesired consequences. During one of the times that Charlie Sheen was making a fool of himself in public, I made an offhand, humorous, negative comments about him. Later on that day a student who was dealing with pretty serious mental health issues very sharply pulled me up on it — “He’s bi-polar; you shouldn’t have said that”. I was pleased that an 18 year old kid felt comfortable enough to be so sharp with me; and I became more careful (but I am sure not careful enough).

Collin Street 02.21.16 at 7:38 pm

> @44 – I’m not apologizing to Harry.

You really, really ought to. Harry told you that he had no way to contact students; you rather flippantly proposed a method. Which is to say, you rejected his direct claim, denied the reality of what he says he experienced. “I can’t do this”. “Yes you can”, when you don’t have the knowledge or experience to override what harry was saying to you.

In context this meant that you were calling Harry a liar . This is, fundamentally, disrespectful; if you had reason to believe that harry were a fantasist or liable to miss obvious things, then you could do this without needing to apologise then your disrespect would be justified, but I can’t see anything like that and you haven’t mentioned anything either.

[which is to say: people think less of you precisely because you won’t apologise; it shows that you’re bad at spotting when you’ve made mistakes and dogmatic about your own correctness. This will severely impact the interactions you have with others… except I, and probably others, worked this out about you years ago, so this particular incident won’t have any huge effect.]

RNB 02.21.16 at 8:11 pm

“worked this out about you years ago” Did these previous exchanges happen under other noms du plume (assuming that these are that)?

Philip 02.21.16 at 9:11 pm

Harry, yeah I think the comment was about undergrads trying to blag an extension and not serious students like us but it still stuck. From my ESOL experience classes had people of all ages from 16 to older adults. One tutor planned a lesson on the topic of families and a student, I think she was 17, left the class upset because her parents in Germany were getting divorced, so it can happen with something totally innocuous. Also there would be asylum seekers and refugees in the class where you wouldn’t know their history, so you would try and be careful around some subjects but might not know if something hit a nerve. Another one I read on a blog was a teacher playing hangman at the end of a lesson, a common EFL activity, and one of the pupil’s parents had been hung.

Alan White 02.21.16 at 10:55 pm

Thank you CS @ 53–some lessons on charitable reading certainly could be learned– and harry I apologize for inadvertently diverting discussion. I didn’t sleep much last night.

harry b 02.22.16 at 1:01 am

Just to say Bloix doesn’t need to apologize to me — Bloix has been very complimentary about my pedagogical threads, so I take his good will (toward me at least) as read, and I know where he is coming from. We both know this, and his “I am not apologizing” is not a refusal to apologize (as it might look to other people) but a signal that he knows I know where he’s coming from due to other interactions.

The hangman thing is so awful.

harry b 02.22.16 at 1:04 am

Phillip — its something a number of colleagues have said to me, and I have (rather humorlessly) gone through the actuarial probabilities with them. Alan — i hope its ok, You didn’t divert anything!! Looking forward to seeing you in a week or so!

Alan White 02.22.16 at 1:39 am

Thanks harry–I’ll borrow your forgiving attitude since I certainly cannot know the ins and outs of others’ lives and should model my own pleas for epistemic/judgmental humility. I’ve been reading for our get-together and still have a way to go!

Val 02.22.16 at 1:59 am

Phillip @ 48, thanks for that example, it illustrates how easily an unsympathetic atmosphere can be created as well as the hurdles students have to jump over the meet the admin requirements.

I had all sorts of family problems in my undergraduate days but I never talked to anyone about them – one of my tutors did once ask me if everything was all right, but only after he had failed me on an essay and given me a tongue lashing – by that time I would never have spoken to him about anything personal, I was just trying not to cry in front of him.

In later years a friend of mine (similar age) told me that when father died in her second year at University, she never spoke to any of the academic staff about it, just ‘sort of dropped out’ – she was doing commerce, which in those days was quite male dominated, and said she never felt like she belonged anyway – there was no way she would have tried to discuss it with any of the academic staff.

I think things are somewhat better in principle now, but in the system in the large university where I am, it is important that everyone – tutors, unit coordinators and administration staff – is on the same page and that’s hard to achieve, especially when everyone tends to be overloaded anyway and ‘just wants to get things done’.

magari 02.22.16 at 2:30 am

There is one big issue that hasn’t been addressed yet: people of color and people from poorer backgrounds are much less likely to privately engage the professor when they are having moments of difficulty. Growing up in a social setting where you have no entitlements, plus a racial order that moves against you–many don’t even think/know special arrangements are an option. White students from middle class and higher backgrounds are much more assertive, by contrast.

Matt 02.22.16 at 2:50 am

At Penn, where I have done most (but not all) of my teaching, there is a very active and supportive student services program that helps students who are having all sorts of problems – from the fairly mundane to the unusual or serious. If anything, they may be slightly too ready to help students and to reach out to professors on behalf of the students, asking for accommodations of all sorts. (I think I have always granted them when asked.) It is the exact opposite of who Bloix sees many universities as acting. I cannot say for sure if this is unusual.

At the start of all of my classes, I make a point of noting to the students that these services are available to them, and that Penn is greatly committed to their doing well. I tell them that if they have problems of any sort during the semester, they can go to student services, and they will provide help. Importantly, they will contact all of the students professors, try to arrange (or sometimes demand) accommodations, and pass on only needed information. That last part is something I emphasis. Typically, I do not need nor want to know the personal problems of my students. If they go to student services, I will have no need to know them, but will just be told that the student needs an accommodation for some broadly stated reasons (health, or family, etc.) This seems preferable to me. Sometimes students still approach me, of course, and I’m happy to work with them, but the centralized system works nicely.

(I’ll note that I’ve sent out an email like Harry suggests to a student just a day or so ago as well, to a student who was missing many classes in a class where that is likely to be a serious problem.)

harry b 02.22.16 at 4:17 am

Magari’s right — and that’s a reason for professors to be proactive and purposeful about interactions with students. Such students are also, in my experience, less likely to feel comfortable going to a mental health professional, and once they exhaust student health services they are more likely not to want their parents to see on their medical insurance bills that they visited a counselor. And, of course, much more inhibited about it, because it typically costs their parents (who have worse insurance, or no insurance) more money, which they can less well afford.

RNB 02.23.16 at 12:41 am

@61. May be interested in Annette Lareau whom I cited above. Many of my students have told me how interesting they find her work; she is one of the respondents along with harry b to James Heckman in a short book on early childhood education. Here is a brief discussion of her work. http://www.theatlantic.com/health/archive/2012/02/explaining-annette-lareau-or-why-parenting-style-ensures-inequality/253156/

harry b 02.23.16 at 4:21 am

One student, about Unequal Childhoods, which we read when she had been a freshman for 6 weeks, said, 2 years later: “I have thought about that book every day since we read it”. That’s only the most vociferous of many endorsements from students I’ve read it with.

Meredith 02.23.16 at 6:34 am

This post and comments put me in mind of the double accusative verbs of teaching take in Latin and Greek. (What’s may be going on in English is obscured by the shared morphology of dative and accusative.) Each student and the subject and skills we teach are intertwined in a complicated way. It’s all about the student (otherwise, why bother?). It’s all about what we’re teaching them (otherwise, why bother?). If a student doesn’t even show up, the intertwined connection is broken.

The Penn comment above: student services are so pervasive in my life at a small liberal arts college that, if anything, they threaten to displace my relationship with my students. But still, does any professor these days not have access to useful, professional resources beyond emails (in the olden days, handwritten notes sent by campus mail)? I mean deans, psychologists….

Several have commented that they failed out or had bad semesters from too much partying or when family/personal problems even briefly disrupted things. So, we can learn from our mistakes and overcome stuff life deals us. Let us remember to give our own students such space for learning and overcoming. Each and every student does not have to produce a fine looking transcript to be of value as a person, or to have benefitted from the courses they took, or half-took.

Just some thoughts.

Ronan(rf) 02.23.16 at 8:26 am

I wonder if we overdo the class/gender (and I guess in theUS race) stuff. I went to college from a relatively privileged (middle class) background, and a lot of these things (asking for help, approaching lecturers for non academic advice etc) would never have occurred to me. I would also have found class participation or presenting relatively discomforting (although I’m not overly shy, it just took a long time to develop any sort of comfort in them.) I understand badly remembered anecdotes really only go so far, but I can certainly recall a number of people I Knew from what you might call working class backgrounds who hit the ground running (joining everything , getting involved , speechifying in college politics etc) Also related to other parts of this conversation. My brother died when I was in second year, and approaching student services (or anyone) would have been the last thing I would have wanted to do. That worked okay for me, and retrospectively I still think it was the option that best suited my personality. I think at times we try to hard to cram square pegs into round holes by adopting general principles about how a person should cope with such a thing , and instead should adopt something more skin to a horses for courses approach . Though, one lecturer did put me up to a passing grade so I wouldn’t have to repeat the exam over the summer (the death happened a few weeks before exams, though I probably would have failed anyway ) I’m Obviousky not trying to contradict Harry or anyone who works in this area, my memory and skewed perspective on myself doesn’t really match up toa professionals experience and research. It just always struck me a little that a lot of the stronger claims in this area (about class, or gender , or I guess race) suffered a little from selection Bias and taking these categories as too homogenous

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A Better Way to Handle Missing Assignments

Published: November 04, 2022

In a perfect world, all students would submit their work on time. However, for a variety of reasons, this is rarely the case.

Google Classroom is great for allowing teachers to assign work and for students to submit work. As a classroom teacher, I enjoy the convenience of finding student work organized in Google Classroom rather than trying to manage a stack of papers for each assignment. However, I run into the challenge of providing a list of what a student still needs to complete.

Missing Assignments Report

Google Classroom lacks a missing assignments report. When a parent or guardian requests a list of what their student is missing, I cannot send the list from Classroom. In a particular class, I can go to the People tab and drill down to a student, filter for Missing Assignments and then copy and paste that information into an email. 

Customizable Missing Assignments Reports

Fortunately, there is a free and better way to share a list of missing assignments. Schoolytics allows teachers to sync their Google Classroom classes. After logging in, a “Missing Assignments” report is easily accessed.

Create a Filter

Do you just want a list of what a student is missing this week? Or maybe just homework assignments that are missing? Schoolytics allows you to use the filter options at the top to customize the information you want to share. Change the date range from the default “Last 30 days” or filter for class or grading category.

Post to the Stream

If you want to communicate with students about their missing assignments, the Stream is a great option. When selecting to message student assignments the options are “Email” and “Stream.” Click on the Stream to send a list of live links that only the student can view. This shows up right in Google Classroom. The note, either for Email or the Stream, is customizable.

Share with Guardians

Use the 3 dots menu throughout the Schoolytics platform to export information to a Google Doc, Sheets or PDF. Selecting “Save to Drive” creates an editable and customizable missing assignments report that you can send to a parent or guardian. As a classroom teacher, I particularly love this feature since I have control over what information is being shared rather than a generic report that might generate more questions than it answers. 

CC Guardians

A district-wide Schoolytics plan allows you to directly share missing assignments reports with parents and guardians. Under the email option, there is a checkbox to allow you to CC Guardians. 

• Select the email option.
• Checkbox CC Guardians to send a list of missing assignments.
• Customize the email subject line.
• Customize the assignment message. The list of missing assignments will be dynamically generated for each student.
• Document that you notified students and their guardians of their missing assignments.
• Bulk send to students and guardians the report

Save Time with Schoolytics

I save hours of time each week by using Schoolytics to gain insights into student performance, quickly know which assignments have been submitted, and creating reports for better communication about student performance. Schoolytics is a tool that enhances my use of Google Classroom and saves me time. 

About the Author

Alice Keeler is a teacher and author of the book “Stepping Up to Google Classroom.” Find her on Twitter @alicekeeler and on her blog, alicekeeler.com . 

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