I have spent three afternoon and evenings grading lesson plans/reflections for Middle School reading -- and getting more and more frustrated because students don't follow directions to append the scoring guide or upload three to seven separate files, which I then take the time to put into one file so that I can return it to them in blackboard . . . when will I ever learn?
Well this semester, I've about had it. I'm going to go back through and deduct points from diligence and responsibility for those who have not followed directions - wish I had noted this on their scoring guides, but I didn't and I didn't make notes about it [I just got more and more frustrated], so I'll maybe get my GA to go through the files to see who actually followed directions [easier to do this way because fewer than 1/3 did so].
Maybe this is just the end of a semester and I'm really really tired, but most of all I'm frustrated that students don't seem to take the time to learn the technology they need to survive in a class that has blended delivery - some delivered online. The good news was that we met fewer times over the bulk of the semester; they were supposed to be using that time as class preparation, completing their work, turning it in appropriately. Aren't teachers supposed to be life-long learners? Why do so many of them seem not to care about their work? I've resisted going through their reflections and correcting grammar, too, and these are pre-service teachers who are the first to say the kids can't write or spell or use proper grammar. AUGGGH! But I didn't put that on the scoring guide -- well, enough griping for one very early morning. I'm really worried that these students will try to turn all this work that is left to be done at the last minute, and I'll be in a frenzy of grading at the same time I'm getting ready for IRA. Well, if that happens, those who turn it all in at the last minute will lose points in D & R -