Tag Archives: grading

The Five Stages of Grading (via Not that Kind of Doctor)

I’m reproducing this brilliant post from “Not that Kind of Doctor” As I hit the end of quarter wall, I feel this… deeply.

In coping with grading, it’s important for graduate students and young professors to know that they are not alone and that this process takes time.  Not everyone goes through every stage or processes the reality of grading in this order, but everyone experiences some version of at least two of these steps.

Denial.  At this stage, the instructor is unwilling to acknowledge the size of the task ahead of him or her. An instructor in denial may be heard to say things like, “It’s not really that many essays, when you think about it.”…

To read more, go to the original post at “Not that Kind of Doctor.”

End of Quarter Wind-Down & My Battle with the Lernaean Hydra

This is how the end of quarter makes me feel.

The end of quarter is winding down and I’m taking a few moments to reflect. Tomorrow ends the official grade period and then published grades are due next Wednesday. This time of year is always a bit crazy. It seems like there’s so much to do and little time in which to do it.

This week, I find myself furiously grading – to the point that I can feel the sanity leaving my brain (the last semblances of it that is). I’m chasing down students to get their assignments in at the last minute. I’m explaining to parents and/or students the reasoning behind their grade. I have meetings, obligations, recommendations… somewhere in there I’m still teaching my classes and trying to have a life outside of building. I think my husband still remembers me, but I can’t be sure – there is a possibility that he has had me declared legally dead. When my head is spinning so much I try to take a catalogue and remind myself why I love my job.

  • First and foremost, my students are amazing. Be it my freshmen, who played a Lord of the Flies prank on me (totally making my day) to my 11th graders who group hugged me (knowing that I don’t like group hugs). They’re smart, hard-working, and just great kids. I secretly wish that I had been more like many of them as a teenager – but I hide my teenage vapid years from them the same way I cover my tattoo.
  • My colleagues are awesome. I know that they support me, they’ve got a great sense of humor, and seem to know just what to say when I need some help or just perspective. I can lean on them for last minute help or a recommendation for a handy-man.
  • My administrators are hugely supportive – whether it’s reading my blog, supporting professional development, making time to give me professional input, providing guidance, or enabling me to be the best teacher I can. I know that we have the same goal – providing the best education we can for our students. They’re immensely supportive and enthusiastic when I take risks or try to push my students.
  • And again, because they deserve mention, my students. I know that every day I will laugh, I will be amazed, and I will be happier just spending time with them (even on days when I get a little frustrated with them – after all, they’re teenagers and I’m their teacher, it’s in our nature to keep aggravation one one another). They’re the reason I get up and go to this school every morning – they truly make my job rewarding.

Me battling the Hydra (dressed as Herakles)

Okay, back to the grind-stone. I’ve got a pile of papers that seem to be reproducing – or doing their best imitation of the Lernaean Hydra.