*THE* Time For Writing & Adapting Texts

In the COVID-19 scramble to replace classroom instruction, many teachers are tossing anything they can at students, often using materials someone else created. This might work out fine, but it also might not. Some of the texts are comprehensible. Some aren’t.

Of course, some students will do the enrichment work, and some won’t. That’s just our reality. Yet the K (constant) in all this is us. Teachers can use this time to hone their skills while also providing input—that students may or may not receive, which is completely out of our control (i.e. what used to be problems with homework is now the entire course content!)—ensuring more productive ways to spend our time…

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Too Much, Too Little, and Too Late

One of my favorite topics in teaching is grading and the ridiculous amount of time teachers spend doing it.

Not only does the topic address issues with providing corrective feedback and scoring itself (re: grading during planning time, or setting aside a grading day during one’s free time), but the topic also addresses issues with designing a quiz or test, as well as establishing its criteria. Given those factors alone, it’s amazing teachers can do anything other than creating quizzes, administering them during quiz day class time, and then grading them in planning time or at home. It’s too much. So, all this is being done while language teachers *could* otherwise be focused on what students actually need their teachers to do…creating or adapting more input!

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