This is Jennifer Gonzalez welcoming you to episode 127 of the Cult of Pedagogy podcast.

In this episode, I'm going to share some ideas for dealing with late work.

Most of my nine-week grading periods ended the same way.

Me and one or two students sitting in my quiet empty classroom together.

With me sitting at the computer, the students nearby in desks methodically working through

piles of makeup assignments.

They would be focused, more focused than I had seen them in months, and the speed with

which they got through the piles was stunning.

As they finished each assignment, I took it, checked it for accuracy, and then entered

their scores, taking 50% off for being late into my grading program.

With every entry out watch, as their class grade went up and up from a 37% to a 41, then

to 45, then to 51, and eventually to something in the 60s or even low 70s.

A number that constituted passing, at which point the process would end, and we would

depart ways, full of resolve that next marking period would be different.

In the whole time I thought to myself, this is pointless.

They aren't learning anything at all, but I wasn't sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been

a problem.

What do we do when a student turns in work late?

Do we give some kind of consequence, or accept assignments at any time with no penalty?

Do we set up some kind of system that keeps students motivated while still holding them

accountable?

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