Do you hate marking? Yeah, me too.
Marking is a constant struggle. It’s so time-consuming that we feel like the only way to get it all done is to take it home, but when we take it home we either leave it in a bag and forget about it, or we ditch our time with friends and family and spend our time working unpaid. Does that sound familiar?
This episode is about how to strategically plan time for marking and set up conditions that allow you to get it done in a less time-consuming way.
I’m sharing 6 tried-and-true strategies that I use to reduce the amount of marking I take home.
If you want to spend more of your time at home with friends and family rather than buried under a pile of marking, this is for you.
In Today’s Episode We Discuss: 
- How to reduce the amount of marking you take home
- Assigning fewer paper-and-pencil tasks to students
- Doing more of your marking in-person and in the moment
- Differentiating between practice work and work that will be assessed
- How to use a math journal
- Why you should increase observational and conversational assessment
- Staggering due dates to reduce how much you have to mark at a time
- The importance of giving yourself grace
- The difference between marking work for a class of 36 vs. 18
- Marking one question at a time rather than one student at a time
I hope these strategies help you to reduce your workload and allow you to spend your unpaid free time doing the things that you love. They have definitely helped me with this, so I couldn’t keep these tips to myself.
For more help in your math classroom, check out Ignited Math at www.madlylearning.com/ignitedmath, or if you’re interested in our Ignited Literacy program, learn more about it at https://www.ignitedliteracy.com/IL2021SP.
Resources Mentioned:
Learn more about Ignited Literacy
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Don’t forget you can always catch the show on the Madly Learning YouTube channel!
Other Episodes You’ll Enjoy:
218: Ideas for Teaching Middle School Writing with Celeste From Teaching Tomorrow
217: Why There Is So Much More Than Just Long Division
216: Why There Is Nothing Wrong With New Math
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