Rethinking MGMT: No-Prep Gradebook Evidence

Today, I greeted students at the door as usual, waiting for their class password and making a personal connection before class. When the bell rang, I went to my desk, a bit like Vanna White drawing attention to the projected “Do Now!” with the instructions to read a new text I had placed on each seat. After a minute or so, I began walking around with a clipboard marking a) who was reading, b) who wasn’t/who was talking, c) who was coming in late, and d) who was absent.

This went into the gradebook.

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Reporting Scores vs. Grading

**Update 4.11.16** See this post for some Grading & Reporting Schemes

If you’re one of the “lucky” teachers who has those classically typical, or absurdly unexpected grading restrictions, I don’t envy you! Nonetheless, the key is to find the wiggle room within these restrictions, and focus on delivering understandable messages in the target language (= Comprehensible Input, CI).

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