| Teacher organization is an inevitable part of the new | | | | lost their work, by putting all their papers in a |
| teacher's ongoing routine both at home and in the | | | | see-through folder, which then goes into your folder. |
| classroom. It has practical implications for how to | | | | That way, you keep an entire class together. There is |
| regain control of clutter as well as how to manage | | | | always one student who has not written his or her |
| student work especially when you are not a terribly | | | | name on the work, so keep a special folder or file for |
| organized person. In this short article, you will receive | | | | that or put it on the top of the student work to give |
| ideas and tips for managing student work both in the | | | | back as a special reminder. Alternatively, you can use |
| classroom and at home without having to buy an | | | | a user-friendly number system for making sure all |
| entire new line of teacher resources. | | | | students' names are written on their work. |
| It's Folder Time! | | | | Keep Ahead of the Marking Game - Have a System |
| Folders are inexpensive and convenient for the | | | | At home, put the work that you've collected from the |
| teacher on the go. The best kind of folders are the | | | | previous day's work, in a box or in a special folder, |
| eight pocket size where all classes are kept under one | | | | which has yet to be marked. It will help to take the |
| 'roof'. Designate one for each class where classwork | | | | classwork out of the folders to know exactly what |
| and tests can be kept until you are ready to mark | | | | classes you have to mark at home. They then go |
| them. You can label each folder using index labels or | | | | back into the main class folder. |
| stickers, so each class stands out when you need | | | | A Nice Sight - An Empty Class Folder... |
| immediate access. | | | | Try to minimize the time you spend redistributing class |
| Some teacher planners have their own folders and | | | | homework and work. In addition, have a set time when |
| sections, but often, these break and fall off easily and | | | | you return student work. Five minutes at the end of a |
| are not made out of strong plastic material. | | | | lesson is better than five minutes at the beginning as |
| Hey, You Lost My Work! | | | | you want to spend those five five minutes, motivating |
| Avoid this common problem of students claiming you | | | | your students by starting with your actual lesson plan. |