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Teachers that use differentiated instruction often allow the redoing of work for full credit. However, there are stipulations that must be applied in order to avoid the privilege being abused. Some ways to ensure that students were going to redo work to their full potential includes changing the format for the redo assignment, requiring a parent signature, and having the student create a calender to outline the process for the redo assignment. All of these [|conditions] will make the students, hopefully, take the redo assignment seriously. It is also helpful to have the students attach the original assignment so that the students can see the progress they make. One thing to keep in mind is treating the students like adults when they want to redo an assignment because this will allow them to feel respected and more comfortable with attempting to get a better grade.
 * Chapter 10: Conditions for Redoing Work for Full Credit synthesis by Kelly Steinhagen**

As as class, we all had similar concerns. A common one is that it would be easy for students to take advantage of the opportunity, and there probably will be those types of students. It is also worrisome to think that, when it comes to tests, students will just memorize the answers and not really learn anything. As future teachers, we will be able to decide [|when and when it is not appropriate] for a student to redo an assignment. By effectively communicating to the class how redo assignments work, and having specific rules and guidelines, will help ensure that students will try their best the first time around.

Kassaundra
Chapter 10: Conditions for Redoing Work for Full Credit After reading this chapter, I think I might end up being the teacher who lets anyone redo an assignment but I really need to not fall into that habit because some kids might be abusing the privilege and some really might need supplemental help if they ask for many re-dos. I do think, though, that allowing students a second chance or more time ever so often is necessary because life can get crazy and our priorities can get mixed up or become too overwhelming. I feel, as a teacher, you won’t gain anything by not being understanding. Also, as a teacher, I should help students figure out what needs to be done when redoing an assignment as well as setting a time line. How will a student ever become good at time management if no one ever models or helps them with it? Mostly, I think it is very important for students to turn in the original assignment with the re-do so that it can give a better picture of where they came from and where they are going.

Bri Douglass
In this chapter it talks about conditions of redoing assignments. I really like the first condition which is “All redone work is done at teacher discretion” (131). Letting students redo any work may lead to students no giving it their all the first time, blowing off assignments and relaying on the fact that they can redo assignments. I think that in order to redo an assignment students should have to discuss it with the teacher and ask if they can. I am not against redoing assignments; I actually will definitely use this in my classroom but will not say the first class that all assignments can be redone. Students will have to come see me and tell me about a plan of action and how they are going to do better the next time. Second chances should be allowed but not relied upon by students.

Charli Sayward
Chapter 10: Conditions for Redoing Work for Full Credit As a math major, the more practice I get the better I understand. I know all too well that some people need more practice than others, and at the time of a test, they still may need more time to understand. I usually learn best from mistakes, so being able to correct my mistakes for more credit has always been greatly appreciated. As a teacher, I will want to allow my students to redo sections of a test in order to earn more credit. The question still remains whether I would award full credit back or not. Although I said earlier that I understand that some students may not be ready to take a test, I would expect my students to prepare for the test by studying the quizzes I gave them. They would be tested on the same material and see which mistakes to avoid on the test. I feel if I don’t heavily grade quizzes and use them as a study tool, then my students should be ready to take a test. In this case, I would only reward some credit, not all, for any redo work on a test.

Justin Stewart
Chapter ten had conditions that students should be allowed to redo assignments. Allowing students to redo assignments can be very powerful for understandings. However, this can also cause problems with students repeatedly putting in a half done assignment because they know that there will be a chance to repeat the assignment later on. This can cause more time grading for the teacher and more headaches. What I plan to do is to allow students to redo their work only after they have talked to me about what they did wrong and how they plan on revising and fixing the assignment. I hope that students will not rely on a redo but use it as a tool to further their knowledge. Giving students a chance to redo the assignment is very important but can be very frustrating and disappointing if not handled corretly.

Ryan Pelletier
This chapter discusses the importance and value that can come from allowing your students to redo their work. When students are allowed to redo their work they are able to learn from their mistakes or misunderstandings. If someone gets corrected on a mistake they are more likely to do it the right way next time. Also every student works at a different pace. I would like to be able to accommodate all these different speeds. I just need to do it effectively. I do not want my students to take advantage of this learning technique. I feel that allowing your students to redo their assignments could get things really out of hand if you are not careful about it. I would have to be very clear on the importance of the assignment being passed in on time. I do not want it to sound impossible so they wait to start the assignment. I also do not want to make it sound like a piece of cake, because they will just wait to the last second to do it, and I’ll probably have to had it back anyway to be redone.

Jenn Baum
Chapter 10: Conditions for Redoing Work for Full Credit After reading about giving students chances to redo their work, one of the first things that I thought of was how much extra work re-grading would give me as a teacher. This chapter talked about some of the guidelines that you can set as a teacher in order to give you a little less work and ways to reduce unnecessary stress. It is important to remember that as a teacher, you have the ability to decide when it is appropriate for students to redo work in order to make sure that they are not abusing this privilege. It is also important to remember that as adults, there are times when it is just not possible or realistic to meet a deadline and that as a teacher, you need to recognize this and be flexible to student’s needs. Another concern I had was that if students just memorize the answers, they are probably less likely to understand what they are answering, so it is sometimes appropriate to change the format of the assessment in order to ensure that the students are able to demonstrate mastery of the content. As a student, I have had teachers who were completely unforgiving when it came to redoing assessments. After reading this chapter, I want to include a policy where I allow students to redo work because the goal is for them to learn and master the material and even if they master a bit too late, I would rather them master it after the assessment, then not at all.

Megan Wallace
I learned a bit more about both sides of the issues of whether or not to allow re-dos. I have had some teachers that did allow it and others that didn’t. On the side of allowing it, not every student may be ready for a test when you are ready to give it. Not every student tests well the same way. On the other hand there are some students who would try and abuse the privilege of having re-dos. There has to be a balance in between. If I were to allow re-dos as a teacher, I would make sure my policy about them is very clear from the beginning. This way the students know where I am coming from and won’t be blindsided.

Taylor Kemp
In this chapter, it talks about redoing assignments. This can be a good thing and a bad thing for both teacher and a student. For the student, it can give them a second chance that was needed. There are sometimes circumstances that just do not allow for homework to be finished correctly or at all. But also on the other side, it could open up to door to students not putting in the full effort the first time around and taking advantage of the opportunity being given to them. For the teacher, it gives the students a way to reflect on what they did wrong the first time, and let them know what they need to work on, and the end result will be that the teacher has allowed the student to show that they have a better understanding. On the flip side of this, it gives the teacher a lot more work to do with grading. But as a teaching, you have the ability to decided when redoing an assignment is a possibility. This will impact my classroom because I will keep in my the pros and cons for both teacher and student on redoing assignments.

Alyssa Wadsworth
I have never personally been given the chance to redo an assignment before college, and then only by a couple of teachers. I have never truly needed to redo an assignment that counted much toward my overall grade, but I was never given the opportunity to even redo assignments that did not mean much toward my grade in the class. I am not the type to take advantage of it by not doing my work right the first time so I feel like I would naively offer unconditionally the opportunity to redo assignments in my class; I would not think of students being dishonest, though it is a little bit human nature to do so. After reading this chapter, it is clear that I need to make conditions for my policy of redoing assignments. This means I have to make decisions about the sincerity of my students, but it also means I will be doing what’s best for my students and not allowing myself to be taken advantage of as a teacher.

Linda McLaughlin
//Chapter Ten: Conditions for Redoing Work for Full Credit// This chapter discussed the importance of allowing students to redo work for full credit, instead of just partial credit, or any other variation of grading. The one condition that really stood out to me, and was personally more important to me, was "all redone work is done at teacher discretion." (p. 131) This is a good way to keep students from falling into a habit of doing half-done work or just blowing off assignments just because they know they will be able to do it again. Keeping this policy will save teachers a lot of time in grading redone assignments. This impacted me because a lot of my teachers had a no do-over policy. It was either you did it or you didn't. It was your choice. It wasn't always the best approach. And then there were some teachers who would take the score of the redone assignment and average it with the old. I never liked this because if I did really terrible on the first assignment, because I didn't understand the material, but did really well on the second assignment because I finally understood what was going it, the averaged grade did not truly reflect what I had learned. This will impact my classroom because I will be sure that my students and their parents will know that I will allow them to redo work, but only when I feel they are not abusing the privilege and when I feel it's necessary. I know that I will not be taking averages of redone assignments and the old one. I will take the grade that reflects the most mastery of the material by the student.

Darcie Simmons
This chapter talks about differentiated classrooms, and “allowing students to redo work and assessments for full credit” (131). One thing that really stood out to me was that the book says that we should treat the students in our class as adults. That when they slip and completely forget to do something, to tell them that that’s fine and to just get it to us at…, and give a day to them. This stands out to me, not because I think it’s wrong, but because, until I came to college, I have never seen this happen in a middle or high school classroom. It also may be because I never was in this situation, and still have never been in this situation. However, I really hope that this book isn’t just full of it, and that there are teachers out there doing this for their students. Because, like the book says, everybody slips up sometimes. One thing I really liked from this chapter, and will use in the classroom is that we should not allow students to turn in any redone work a week before the grading period. This forces the students to manage their time properly, and if they really want that improved grade, then they will get it done in the allotted time period.

Kaitlyn Haase
I found chapter 10 to be very interesting although it was very brief. I learned a lot about the criteria of students redoing work for full credit. The main idea that I got from this chapter is that as a teacher I reserve the right to allow my students these opportunities, and I can also revoke these opportunities if I think they are being taken for granted. As a teacher I think I would take the approach of having parents and students sign a paper at the beginning of the school year that displays my complete policy on redoing homework. This will give me something to fall back on when parents complain about their child not being able to redo an assignment.

Matt Towle
This chapter discussed many factors that should be present in order to allow students to redo assessments. This is a very important chapter because in order to be a differentiating teacher, one must be able to give students the necessary support given extenuating circumstances. If a student is sick on test day but still takes the test they are likely to not perform as well as they would have on any other day. The chapter also discussed how it is important to change the format and questions of the test so that students can not memorize the questions before retaking it. This will be important in my classroom because allowing redoes can be a very tough decision for teachers. No teacher wants to be taken advantage of, but also, no teacher wants to deny a student a second chance to succeed and demonstrate their knowledge.

Lyzz Stevenson
Chapter 10: This chapter discusses how students should be allowed a chance to redo their work. Some people learn best from their mistakes. Giving students a second chance to complete the assessment to their satisfaction and the teachers’ satisfaction will help the student learn the material and master it. I think it is important to allow students to redo their work as not all students learn at the same speed and this will allow for students who need extra time to have that time. The challenge will be to make sure that students who are not redoing an assignment become overwhelmed by other assignments.

Kelly Steinhagen
When it comes to redoing grades, it should be about students learning the material and not just simply redoing work. In order to ensure that this happens, there are some things one has to consider as a teacher. For example, changing the format of the redo assignment is a good idea because then is demonstrates their own knowledge and not what other students have done or just simply building off of their first project. Also, the original task should be passed in with the new one so that once the student receives the work back and the new grade, they can see how much more they have understood. In my own classroom, I would want to consider using these examples of ways to have effective redo work so that my students do not begin to feel as if grades and work are punishments. I want to stress the fact that school is for learning, not for who can learn the fastest and perform the best on the first try.

Erin
Chapter 10 Conditions for Redoing Work for Full Credit Chapter is entirely about allowing students to redo assignments. I learned that it is important that when students are redoing work for full credit that the teacher reserve the right to decline the student the chance to redo any given assignment. Revoking the privilege of redoing an assignment should be based upon the student’s initial effort. If little to no effort is put into a first attempt because the students knows that he/she can just make it up taking away the possibility of redoing the assignment is understandable. If students retake a test and receive a lower grade than before it’s important to find out why. In regards to the grades, always give the student the higher grade and avoid averaging the two. Also, have students who are handing in redone work attach the original copy of their work to the new one. Finally, try to avoid letting students redo work during the week before grades close, if only to preserve your own sanity. In my classroom, I will have students be able to make up certain assessments; however the final product cannot be redone. This will give the opportunity of redoing a project because their partner did not assist them in the assignment or if they have a deeper understanding of the material after reflecting on the project.

Olivia
Chapter 10 discussed the topic of allowing students to redo assignments. As a student that likes many opportunities to show what I can do, I have always supported the use of redos in a classroom, especially in math. It took me a few tries to really understand concepts described in math, and if I had a teacher who was willing to show me how to fix my mistakes so that I could better understand the material I always did well in the class. A concern of mine regarding redos is that some students might not try very hard on the first assignment know that they have a "get out of jail free" card. I want to spend time explaining what it is I truly expect from them as a teacher. After I spend time showing them the importance of getting their work done so that they have the opportunity to show me what they know and what they need to improve on, I would like to give them time in class to work on the assignment from the night before. If they showed mastery of the subject, I would allow them to do the next assignment. Hopefully this could be an opportunity for students to ask me any questions about the homework so that they have the best understanding possible.