meaning of missing assignments

Why it’s hard for students to “just turn in” missing assignments, and how to get them unstuck

Mar 29, 2023 | Blog

With the end of the semester on the horizon, many students may feel overwhelmed by low grades or feeling behind in some of their classes.

As a parent, it can be stressful to see that your student has overdue work, or get notifications from their teacher that they’re missing assignments. 

It’s even more frustrating when you’ve told them over and over again how important it is to “just turn it in”…but the work is still showing up as missing.

The reality is that no matter how simple it might seem to an outside observer, doing missing work is almost never as easy as “just getting it done.” If they haven’t done the work yet, there’s a good chance that something is getting in their way. 

If you can figure out what the problem is before jumping in to help them (or make them) do the work, you’ll dramatically increase your chances of success.

In our experience, there are usually 3 main reasons students resist submitting their missing work…even when it seems like “just turning it in” would be SO much easier!

Reason 1: They think it won’t make a difference

Once the due date for an assignment has passed, students often de-prioritize it and move on to focus on upcoming assignments instead. It’s tempting for students to justify this by thinking “there are lots of other assignments, missing one or two won’t matter.”

But what they often don’t realize is that because of the way most grading scales are weighted, even one or two zeros can have an enormous impact on their grade. Showing students the difference it makes to turn in just a few assignments can increase their motivation to get the work done. 

Here’s an example of the difference it can make to turn in just a few missing assignments before the end of the semester:

Overall grade with 3 missing assignments: 78.3%

Overall grade when assignments are turned in: 90.1%

It’s hard for students to calculate these averages in their head, so it can be really powerful for them to run the numbers and see firsthand exactly how much they have to gain from making up their missing assignments.

When we do calculations like this with our students, they are almost always surprised by how much this makeup work could improve their grades, and feel much more motivated to submit the assignments when they can see for themselves the difference it will make.

Reason 2: They think it’s too late

Another reason students often resist doing makeup work is that they think it’s too late to get credit for it. 

Even if they’ve done the math and know that submitting the work would make a difference in their grade, they still won’t want to turn it in if they think the teacher won’t accept it.

Especially for introverted or anxious students, it can be very intimidating to have conversations with their teachers. They might think they’ll get in trouble for asking to submit their work late, or worry that the teacher will say “no.”

The good news is that many teachers are flexible with their late work policies and allow students to turn in overdue assignments even when it is past the “official” deadline to submit them.

So if students can find the courage to ask for help, there is a good chance that their teachers will respond positively and allow them an opportunity to make up the work.

For students who are struggling to reach out to teachers, we often find it is helpful to roleplay these conversations in coaching sessions if they’re not sure what to say, or work with them to email their teachers if they’re not sure what to say.

Reason 3: They feel overwhelmed

Students who are behind on their work often have challenges keeping track of due dates, managing time, breaking down complex assignments, prioritizing work, staying focused, or following through with plans….which is why they fell behind in the first place. 

These challenges can become even more daunting when they are behind in their classes, and trying to complete makeup assignments on top of their normal workload.

This can feel so stressful that a lot of students avoid or put off doing makeup work even when they   know   how much it would improve their grade.

For these students to get their work submitted, it’s essential to help them find ways to…

• Break down the assignments so they have a realistic plan for getting the work done that they’re confident they can actually follow through with
• Lower the stress they feel while they are doing the work so they will be less tempted to avoid it
• Visualize the progress they are making so they can see that their efforts are making a difference

Providing support

When students have a lot of makeup work to complete, having some additional support to help them work through it can be invaluable. 

For some students, this may mean finding a tutor to help them with the content they didn’t understand when their teacher was first presenting the material. 

For other students, having a family member or friend nearby as a source of moral support to keep them company while they are working (and a motivating reward to look forward to as soon as the work is completed) can be enormously helpful.

Other students may benefit from working with an academic coach to help them get unstuck and started on their missing work. Sometimes, having someone else who is not a family member step in to help can reduce stress and conflict at home and make it easier for students to take the steps they need to get back on track in their classes. If you think this type of support would be helpful for your student, please feel free to reach out and we’ll be happy to help! 

Missing assignments and what to do about them

• January 6, 2022
• Classroom Leadership , Growth , Missing assignments , Student Motivation

Have you ever looked at your grade book and been frustrated by the number of missing assignments? Zeros obviously have an adverse effect on student grades. To address this issue, there has been a lot of discussion about changing the way we grade or limiting the amount of homework given. These discussions should take place but I don’t want argue the pros and cons of those ideas. However, I do want to address the fact that we are ultimately concerned with students showing mastery. Missing work can make this challenging.

We (the adults) can adjust our thinking and strategies regarding missing work, however the constant truth is that mastery is the ultimate goal. For most students, it is going to be challenging for them to show mastery on assessments if they don’t complete the tasks and assignments that preceded the assessment. Why? Because there is a certain feedback loop that should take place between student and teacher before the student even attempts an assignment.

During my time in the classroom I did not find the magic bullet to solve the issue of students not turning in assignments. Zeros filled my gradebook with empty cells highlighted in yellow. However, I will share with you some things that helped me find some success in this area.

1. Talk to the student with the goal of problem solving

The problem ultimately is owned by the student. Keep this in mind and prevent yourself from burning out (I wish I learned this lesson earlier in my career). By listening to the student with the goal of helping them solve their problem, you are in position to offer valuable feedback. Feedback leads to potential adjustments that need to be made by the student. When students adjust based on feedback, they find opportunities.

2. Suggest a planner or digital organizer

Planning for the responsibilities and tasks that life will throw your way is a wise thing to do. Convincing students of this can be challenging. At the high school level, I have found it very difficult to get students to use a planner. I have had some success getting them to use apps. Currently, I use the To Do app by Microsoft and I highly recommend it. At the beginning of each day I sit down and type out all my goals (tasks) for the day. The ones that I complete, I make disappear and the ones I don’t can carry over to the next day.

3. Help the student discover their “Why”

My experience has taught me that students who don’t understand why they go to school tend to struggle keeping up with their school responsibilities. They may say the right thing regarding why they go to school but their missing work reveals something unspoken. You can help your students commit to excellence by helping them discover their “Why.” This revelation can lead to more motivation on the part of the student. Figuring out the “Why” can take some time but starting the conversation and helping the student begin that journey is very important. Here’s something that I would ask students to get started: What is it that you want to do in this world to make it better place for yourself and others?

4. Celebrate Progress

Sometimes, words of affirmation are what students needs to adopt habits that lead to work completion and submission. If you have a student how do used to accumulate a lot of missing work and is now making an attempt to change those habits, celebrate in a big way. Make sure the praise isn’t superficial, but identify specific things that you notice students doing differently. Praise tends to yield more of the desired behavior because students feel good when they receive it.

Missing work can be frustrating and can add extra tasks to your to do list. It can be especially frustrating if you aren’t getting support from parents or administration. Throughout it all, I encourage you to never give up. Remember that you can’t control the student and make them do the assignment, but you can help them problem solve why missing work is a challenge. Like all great teachers, we exhaust all of our tools, get some more and keep trying. You’ve got this.

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Best Back to School Ideas 🍏

End the Unfinished Work Battle: Catch-Ups and Pickles

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Are your students struggling to complete their work? Up to your eyeballs in missing or unfinished work assignments? Then you might need to institute a “Catch-up and Pickles” routine in your classroom as a way to win the missing or incomplete work battle! This is seriously my favorite unfinished work routine!

A few weeks ago, I posted a Reel on Instagram about some of my more “controversial ” grading practices. Between you and me… they really aren’t that controversial… just good teaching! But folks LOST THEIR MINDS! And honestly, it shed light on a bigger problem: the struggle of incomplete work.

Controversial Grading Practices

You’re probably wondering what those controversial grading practices were. I’ll let you watch the IG Reel to see all three, but the one that had most teachers up in arms was the belief of not putting anything less than 50% in the grade book.

This one line led to me being called many things, but most teachers asked, “What about missing or incomplete work?”

To which I responded that I rarely struggled with incomplete or missing work. I can think of one time I had to put a zero in the grade book because of a missing assignment – ONCE – in 13 years of teaching. Those are some pretty good odds!

Unfinished Work Routine

So, how can this be?

First, let’s clear up some things:

• No – I didn’t have perfect students who completed every assignment without asking.
• No – I didn’t work at fancy schools with high volumes of parents involved who made sure the work was completed at home.
• And, no – I didn’t work myself to death chasing down students.

I rarely had missing or incomplete work because I planned time in my week for students to work on missing or incomplete assignments.

Today, I’m sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments.

This magical weekly routine that solves the missing work problem is fondly called, “ Catch-up and Pickles. ” But, that’s really just a fancy name for a time set aside on a Friday morning so students can work on unfinished work.

What is Catch-Up and Pickles?

I shared about this concept a while ago in my “Small Group Time Exposed” post , but I feel like after all the hoopla that Reel caused, it warranted its own place on the blog!

Each day, I had 60 minutes of time built into my schedule for small group rotations. That worked great Monday through Thursday. But, I noticed that Fridays were a bit cramped. Not only did we have our spelling and vocabulary test that day but we would also have a reading comprehension assessment. Time is needed to complete all these assessments, and that ate into a portion of our small group time.

Rather than try and stuff the small group instruction into the 30 minutes that were left after completing everything else, I decided to transform that awkward time slot into productive work time.

So at the end of the week, instead of formal center rotations, I did a “Catch-Ups and Pickles” routine. Students who had not finished their work used this time to “Catch-Up,” while those who were done were allowed to “Pickles” a reading-based activity to complete.

For students, this time was dedicated to completing their work or choosing a preferred activity to complete.

For the teacher, this routine provided time to reteach lessons, pull students for  assessments , or conference with students one on one.

And let me just say… this was a wildly popular time in my classroom!

How to Find Time?

So the big question here is, how do you find the time? Everything you are required to teach in a day leaves very little time in your schedule for “makeup work,” but like I shared before… I was able to find time by reallocating the time I was using for reading centers. It wasn’t working for us on Fridays, so we changed it up.

I suggest you take a look at your schedule. Do you have some awkward or weird times?

I like the idea of doing Catch-up and Pickles on a Friday, so it’s easier to track the work that needs to be completed. But maybe Fridays don’t work for you. Look for a block of time (at least 20 mins!) and see if it works. If it doesn’t, restructure or choose a different time. This could even be something you do at the end of a unit in reading or math or on the last school day of the month.

Warning:  I wouldn’t do this one day a quarter… that’s too big a chunk of time to complete everything. Doing that is like saving all your laundry for a month and trying to do it all in one day. Someone will get overwhelmed, and it’s not going to get done.

How to Get Started with Catch Up and Pickles

Once you’ve found your time, it’s time to plan the “Catch-Up and Pickles” activities.

In my classroom, I allowed students to “catch up” on any work, whether it be math, reading, or something else entirely. You need to select what students will be working on. Maybe it’s just reading, so you do only reading makeup work.

Whatever you decide, be specific. The unstructured nature of this routine means that chaos could happen at any minute. Being clear on what students should be working on at this time (and reinforcing it each time you have a Catch-up and Pickles session) can help keep the crazies at bay.

Who is a Catch-Up and Who is a Pickle?

From there, you’ll need a system for knowing who is a “catch-up” and who is a “pickle.”

Right before we started, I’d scan my grade book for any missing assignments. Those students with missing work would go on my “catch up” list.

Another way I identified students was through their “Unfinished Work” folder. Any classwork that didn’t get completed went in there (not tests or quizzes, just classwork). Right before we’d begin, students would pull out their folders and check to make sure there wasn’t any work that needed to be completed. If there was, they were on the “catch-up” list.

Let me just say, just even having an “Unfinished Work” folder helped a great deal with handling incomplete work! It was much easier for students to keep track of their work. If they finished an assignment early, they could either grab a book to read or work on unfinished work from their folder. The finished work folder lived in their desk, and I always told them, “If you aren’t done, put it in your finished work folder!”

You can read more about the unfinished work folder here !

I kept this routine real simple, guys! No fancy slide shows…just a whiteboard and names. In one column, I’d write “catch-up” with the students’ names and a list of work they needed to complete. In the other column, I’d write “Pickles” with the names of students who had completed all their work. When a student completed assignments and turned them in, they could erase their name and put it under the “pickles” side instead.

Activity Idea for Pickles

Now, remember, the name of any student who had completed all their work or their I-Ready minutes would be placed in the Pickles column.

My students loved being a pickle! They loved the idea of choosing their own activities (even if they were reading-based).

Some activities my students could pick from:

• Writing and illustrating stories – Pretty popular! Especially the illustrating. I showed students how to make a mini-book with lined paper folded and stapled together.
• Playing an educational computer game – Probably the most popular!
• Creating or playing on the IPad – Don’t worry, I was very clear about which apps they could use during this time!
• Completing a reading center game – Students could do this with their friends. I’d put any stations we had completed that week in an area towards the back of the classroom, and students could grab one to play. This also worked well for any student who needed to complete a station activity for their “catch-up” activity. Need reading center ideas? These were always a hit !
• Free choice reading – They could choose their own book and where they’d like to sit and read. They could also read with a buddy.
• Helping a friend complete their work – This one was pretty popular! I allowed it as long as they weren’t just telling their buddies the answers. Honestly, it was a win-win: The student got help, and the student helping was learning more! Bonus- it freed me up to complete DRAs, fluency checks, or reteach skills as needed.
• Teacher assistant – Sometimes I needed help, so if they were done and didn’t want to do one of the other activities, I’d put them to work, helping to organize papers or filling the mailboxes with returned work.

Unfinished Work Routine- Catch-up and Pickles

So there you have it, teacher friends. This is the simple, routine way I kept my students on top of their work. I mean, what teacher wants to feel like they are constantly chasing students around trying to get them to finish their work? NOT ME! Now you don’t have to!

Free Catch Up and Pickles Download

Want to grab a few resources to help you get started? Click below and have this resource sent straight to your inbox! Now you can easily implement a Catch-up and Pickles routine in your classroom this week! This free download includes printable tracking sheets, whiteboard labels, and an editable PowerPoint file.

More Great Ideas!

Check out these other great ideas to try in your classroom!

• 5 Tips for Dealing with a Chatty Class
• How to Organize Your Google Classroom for 2nd Grade
• Help Students Take Ownership of Their Learning without a Data Notebook
• End of the Year Survival Tips
• Categories: Classroom , Classroom management

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Effects of Missing Assignments on Middle School GPA

Middle school is more than just a transitional phase between elementary and high school. It’s a critical period where foundational skills and attitudes toward learning are solidified. Academic performance during these years can significantly impact a student’s future, setting the stage for high school and even college opportunities.

The focus of this article is to dissect a specific but essential aspect of academic life: the effects of missing assignments on middle school GPA.

Why should you care? Missing assignments can do more than just lower a grade for a particular class; they can have ripple effects that impact a student’s overall Grade Point Average (GPA), emotional well-being, and even their future educational prospects.

We’ve organized this article into several key sections to give you a comprehensive understanding. We’ll explore what GPA is and why it’s vital in middle school, delve into the reasons why students might miss assignments, and discuss the direct and indirect consequences of such actions.

We’ll also provide practical solutions for students, parents, and educators looking to mitigate these effects.

Whether you’re a concerned parent, an educator seeking solutions, or a student wanting to understand the repercussions of missed assignments, this article has something for everyone. So, let’s embark on this educational journey to understand better how missing assignments could be the hidden iceberg, silently denting your middle school GPA.

Common Reasons for Missing Assignments in Middle School

When it comes to missed assignments, one might quickly jump to conclusions, labeling students as lazy or unmotivated. However, the reasons are often more complex and multifaceted. Understanding these factors is crucial for parents, educators, and the students themselves. Here are some of the common reasons for missing assignments in middle school:

Table of Contents

Academic Challenges

The first obstacle many middle schoolers face is the academic rigor itself. Middle school is often a significant leap from elementary school in terms of workload and complexity. Students are exposed to various subjects, each with its own set of expectations and assignments.

This shift can be overwhelming, causing students to miss deadlines as they try to cope with the increased academic pressure.

Emotional and Psychological Factors

Adolescence is a turbulent period filled with emotional and psychological changes. The transition from childhood to adulthood brings about an array of emotions that can significantly impact a student’s ability to focus and complete assignments.

Emotional stressors such as friendship troubles, identity issues, or even instances of bullying can lead to missed assignments, affecting their GPA inadvertently.

Time Management Issues

Let’s be honest; time management is a skill that even many adults struggle with. Imagine a middle schooler juggling multiple subjects, extracurricular activities, and social commitments. Poor time management can easily result in missed assignments.

Students may have the best intentions but find themselves ensnared in a web of procrastination and last-minute rushes, which seldom yield quality work.

Family and Environmental Factors

Last but not least, the environment in which the student is raised can be a significant factor. Family issues, such as parental divorce, financial instability, or even lack of a quiet space to study, can make it exceedingly difficult for students to complete their assignments on time. Understanding the family dynamics involved can offer deeper insights into the issue at hand.

For educators and parents alike, understanding these factors can offer valuable insights into how to support students better and improve their academic performance.

Once you get to the bottom of why assignments are being missed, you can start looking for effective solutions, such as teaching students how to calculate GPA in middle school , helping them understand each assignment’s impact on their overall grades.

By identifying and addressing the root causes of missed assignments, stakeholders can create targeted interventions that not only prevent missing future assignments but also help improve a student’s overall middle school experience.

Direct Effects of Missing Assignments on GPA

Missing assignments in middle school is not just a matter of a reduced grade in a particular subject; it can have a broader, more significant impact on a student’s overall GPA. The implications can be both immediate and far-reaching. Let’s dive into the specifics:

Short-term Academic Consequences

In the short term, missing assignments can result in immediate grade reductions. Assignments often account for a significant portion of the grade for a course, meaning each missing assignment chips away at the overall grade.

This not only lowers the subject grade but also has an immediate impact on the overall GPA, affecting eligibility for honor rolls or other merit-based recognitions.

Long-term Academic Consequences

Over a longer period, the effects can be even more severe. Consistently missing assignments can result in academic probation or even course failure, necessitating summer school or grade repetition.

When it comes to applying for high schools or even college scholarships, a low GPA can severely limit a student’s options. Schools often consider academic performance a key indicator of a student’s ability to succeed in more rigorous settings.

Case Studies and Statistics Supporting the Claims

The effects of missing assignments on GPA aren’t just theoretical. Various case studies and statistics offer real-world evidence of how missing assignments can affect academic performance.

For example, a study conducted by the National Association of School Psychologists found that students who regularly submitted their assignments had, on average, a GPA that was 0.6 points higher than those who frequently missed assignments.

For students who want to get a grasp on their academic standing without getting into the complexities of weighted and unweighted scores, using a simplified GPA calculator without credits can offer a quick snapshot of their current GPA.

This way, they can understand the urgent need to turn in every assignment and its significance in the larger academic picture.

Understanding the direct effects of missing assignments provides critical insights for students, educators, and parents alike. It underscores the importance of being diligent with schoolwork and opens avenues for timely interventions.

Indirect Effects of Missing Assignments on Middle School GPA

While it’s essential to consider the tangible impact on GPA when assignments are missed, we mustn’t overlook the subtler, indirect effects.

These can include emotional and psychological stressors, social repercussions, and the potential for a downward spiral in academic performance. Let’s explore these less obvious but equally important consequences.

Emotional and Psychological Impact

The stress of missing an assignment can lead to emotional and psychological issues, which, in turn, affect academic performance. The failure to complete an assignment can introduce a fear of falling behind or not being “smart enough,” impacting the student’s overall well-being and self-esteem.

This emotional weight often compounds, making it increasingly difficult for students to catch up and meet future deadlines.

Social Repercussions

When a student frequently misses assignments and sees a drop in GPA, they may also experience social repercussions. Classmates and teachers may begin to view them as unreliable or less dedicated, affecting social dynamics and teacher-student relationships.

This, too, can contribute to an overall decline in academic performance, as students may become disengaged or isolated, reducing their willingness to participate in class or seek help when needed.

The Downward Spiral – How One Missed Assignment Can Lead to More

It’s essential to recognize that missing assignments can set off a chain reaction. One missed deadline can throw off a student’s schedule, making it harder to meet subsequent deadlines. This creates a snowball effect, as each missed assignment adds pressure and stress, leading to more missed assignments and, ultimately, a significantly reduced GPA.

Understanding the difference between weighted and unweighted GPAs can be enlightening for students concerned about how these missed assignments could affect their academic record. A weighted GPA takes into account the difficulty of the courses, while an unweighted GPA treats all classes the same.

Knowing this difference can help students and parents create a more informed strategy for course selection and assignment prioritization, offering a more nuanced view of how GPA is affected.

Understanding both the direct and indirect effects of missing assignments provides a holistic view of the issue. This comprehensive understanding enables educators, parents, and students to devise effective strategies to combat the problem, ensuring a more successful and less stressful middle school experience.

Practical Solutions and Recommendations

While understanding the challenges and consequences of missing assignments is vital, finding practical solutions is equally crucial. In this section, we aim to provide actionable recommendations for students, parents, and educators to address the issue effectively.

Tips for Improving Time Management

One of the significant reasons students miss assignments is poor time management. Here are some tried-and-true tips to improve this crucial skill:

Create a Study Schedule: Having a dedicated timetable for homework and study can significantly reduce the likelihood of forgetting or delaying assignments.

Use Digital Tools : Apps like to-do lists or study planners can send reminders, making it less likely to miss deadlines.

Prioritize Tasks : Not all assignments have the same level of difficulty or require the same amount of time. Learning to prioritize can ensure that more critical or challenging tasks don’t get left behind.

Break it Down: For longer or more complex assignments, breaking them into smaller, manageable tasks can make them less intimidating and easier to complete on time.

Communication Strategies between Parents and Teachers

Effective communication between parents and teachers can play a significant role in helping students meet their academic responsibilities.

Regular Check-ins: Scheduled parent-teacher meetings can be instrumental in keeping track of a child’s academic performance.

Open Channels : Utilizing emails or dedicated communication platforms can help in conveying urgent issues and immediate concerns about a student’s performance or missed assignments.

Action Plans : Collaboratively develop an action plan to address missed assignments, thereby providing the student with a clear pathway to improvement.

Remedial Courses and Tutoring Options

Sometimes, the root cause of missed assignments is a lack of understanding of the subject matter. In such cases, additional educational support can be invaluable.

School Programs : Many schools offer after-school remedial programs that can help students catch up on missed content or reinforce learning.

Private Tutoring : Hiring a tutor can be a worthwhile investment for more personalized attention.

Online Courses : Various platforms offer topic-specific courses that can assist in clarifying concepts and improving academic performance.

Implementing these practical solutions can not only help in reducing the number of missed assignments but can also contribute to an overall improvement in GPA and academic well-being. The key is identifying and addressing the root issue with the appropriate strategies and support.

Is it Possible to Recover your GPA After Missing Multiple Assignments?

The quick answer is yes, but it will take concerted effort and strategic planning. Missing multiple assignments can significantly impact a middle school student’s GPA, but recovery is indeed possible. Students need to prioritize future assignments, perhaps dedicating extra study sessions or seeking additional support from teachers and parents.

Many schools offer retake or makeup opportunities that can help recover some lost points. Also, the further along a student is in their educational journey, the less impact a single grade has on the overall GPA, giving students the chance to bounce back if they make a focused effort.

How Do Educators Handle Missing Assignments?

Teachers and educators have different methods for handling missing assignments, varying from school to school and even from class to class. While some may offer grace periods or partial credit, others might implement a strict no-late-work policy.

It’s crucial for students and parents to understand these policies at the beginning of the academic year to avoid any surprises. Open communication with educators can often provide tailored solutions for unique circumstances, such as extensions or extra-credit opportunities.

Can Extra-Curricular Activities Compensate for a Lower GPA?

Extra-curricular activities are undoubtedly valuable, offering skills and experiences that go beyond the classroom. However, they rarely can fully compensate for a low GPA when it comes to academic evaluations.

While activities like sports, arts, or volunteer work can make a student more well-rounded and appealing to future schools or employers, the GPA still holds significant weight.

That said, a strong portfolio of extra-curricular activities might provide some cushioning against the negative effects of a lower GPA, especially if the student can demonstrate leadership, dedication, or exceptional skills in these areas.

The ripple effects of missing assignments in middle school can extend far beyond the immediate academic moment. As we’ve explored, the impact is multifaceted, directly influencing a student’s GPA in the short and long term.

But the consequences are not merely academic; they seep into emotional well-being and social interactions, creating a cycle that can be challenging to break.

The subject matter should not be brushed off as a mere phase or rite of passage in a student’s life. It is a pivotal issue that calls for a concerted effort from students, parents, and educators alike.

Understanding the gravity of this issue is the first step toward constructive change. Knowledge arms you with the tools to make informed decisions, whether you’re a student contemplating skipping an assignment, a parent concerned about your child’s academic performance, or an educator seeking to understand the root cause of low-class performance.

It’s not just about the numbers on a report card; it’s about setting the foundation for academic success and life skills like responsibility, time management, and self-discipline.

In facing this challenge, being proactive rather than reactive is the key. This approach ranges from implementing robust time management strategies to fostering open lines of communication between parents and teachers.

It could also mean seeking extra educational support when needed. We’ve discussed several actionable steps that can make a meaningful difference, and the onus is on each one of us to adapt and apply these solutions to our unique circumstances.

In conclusion, missing assignments are not a simple problem, nor do they have a one-size-fits-all solution. They are a pressing issue that requires understanding, attention, and, most importantly, action.

Let this article serve as a guide and a call to action for everyone involved in the academic journey of middle school students. Let’s work collectively to turn the tide, improving not just individual GPAs but the broader landscape of middle school education.

Related Posts

Middle School GPA and Extracurricular Activities?

How Middle School GPA Affects High School Opportunities

What Is a Good GPA for a Middle School Student?

About the author.

Peter Watson

Meet Peter Watson, the Brain behind MiddleSchoolGPATool.com John is a seasoned educator, data enthusiast, and the founder of MiddleSchoolGPATool.com. With over a decade of experience in academia, John recognized the critical gap in accessible and reliable GPA tools specifically tailored for middle school students. Thus, MiddleSchoolGPATool.com was born.

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Missing Assignments--and the Real World

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It’s a story that every teacher has heard--and if they’ve been in the classroom for a couple of years, recognizes from personal experience:

The teacher is relatively new, and working hard to build an effective practice (in this case, a band program). She goes away for three days, to a conference, leaving behind sub plans which involve sending students to the computer lab to craft a PowerPoint on composers. Only five of her 67 students submit any work. Her question to the Band Directors Group professional network: How do I not freak out on Monday? How do I handle this?

The post hit a nerve--she has about 50 responses so far. What’s surprising to me is how many are bent on blame and punishment: What an incompetent sub! Give ‘em all zeros! Candy and a free day for the five compliant ones! Make sure your administrator backs you up, then nuke ‘em--that’s how they learn.

Just what they learn from these retaliatory strategies--or the impact on a young teacher trying to nurture enthusiasm and membership in a school music program--seems unimportant. Kids blew off an assignment--make sure their grades reflect that choice. (The words “choice” and “choose” appear frequently in the comments.) Get tough. They deserve it.

I once wrote a blog about a similar experience I had as a teacher. I assigned a big project, giving my students six weeks to complete it, and a lot of what teachers call scaffolding: things to read, ideas to help them select and shape their work, graphic organizers and outlines, the option of working singly or together. I had more than 300 students at the time, and over 90% turned the project in on time.

When the work was turned in, I realized it would take me weeks to read/listen to the projects, provide feedback and grade them. I offered the 25 or so students who hadn’t completed the project a grace period of a week to turn something in--since I wanted to make sure they engaged with the assignment’s materials and ideas. All but one or two of the original non-completers finished the work--and what was submitted was mostly of acceptable quality. A handful were top-notch. I also got a couple of thank-you messages from parents.

That blog also drew a lot of ire. From teachers. The word most teachers chose was “unfair"---unfair to the kids who did the work on time. Unfair to let students think they would get a reprieve in the (here it comes) real world. Unfair to other teachers, who insist on meeting deadlines and punish kids who don’t.

I’ve been musing about this. These are the questions that emerge for me:

• What were the teacher’s learning goals for this assignment? Were they communicated to the students? If the goal was “keep kids busy and out of the band room for three days,” then the outcome was predictable, even if not defensible.
• How do our students--all our students, from kindergarten to Chemistry--perceive classes taught by substitutes? What do teachers say to their students about subs and days when they must be absent? What do teachers say to their students about what can be accomplished with three days in a computer lab?
• What does it tell our students when compliance matters more than acquiring knowledge or skills? When getting a good grade becomes the only goal?
• How “unfair” is it to students who must work or mind siblings, that other students have long blocks of discretionary time available for schoolwork? Can we ever provide equitable opportunity for all students, equitable access to time and materials for optimum learning?

The two mega-issues that emerge whenever teachers talk about missing assignments and justifying their actions toward late work are grades--always grades--and the idea that we owe kids “real” experiences to prepare them for the big, bad world where they will be presumably be working in a few years. Paul Thomas , in an excellent piece on grading and late work has this to say:

In my 30-plus years as an educator at nearly every level possible, I witness daily teachers and professors who fail to meet deadlines (regularly); talk, do other things (grade papers), stare at their computers/smart phones, etc., during meetings; and behave in a number of ways that they do not tolerate by students in their classes, behaviors that negatively impact students' grades. I also drive daily with adult motorists who exceed the speed limit without any punishment--as most of us have come to realize a grace zone of staying less than ten mph over that limit. In other words, the real world of rules is much fuzzier than the rules of formal schooling.

My fellow Education Week Teacher blogger Starr Sackstein has been pushing educator thinking on grades for years. She also had a brilliant blog on late work last week, where she wrote this:

As I have moved away from grades, one things I've noticed is that learning takes time and for different children, it takes different amounts of time. Doesn't mean they aren't learning. Doesn't even mean they are purposely not working. It just means they have a different process. Students like this require more time and there is no reason not to give it to them. The goal is by the end of the year that he will have achieved mastery in the skills and standards of the class. Not necessarily right now when the teacher determines it should be ready.

In the case of the young music teacher and the chorus of “Off with their heads!” that followed her post--a lot the recommendations felt like habitual, unexamined teacher practice: I always give half-credit for one day late OR I wouldn’t waste important class time talking about it--just tell them to check the on-line gradebook.

The only upside I see is that the novice teacher who asked for help got it--and there was enough variety in the responses to prove that there is no one right way to address common problems. I wish her well. And I’m guessing she won’t use the assignment again.

The opinions expressed in Teacher in a Strange Land are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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How To: Help Students to Complete Missing Work: The Late-Work Teacher-Student Conference

• Self-Management

The reasons that students fall behind in assignments are many. Students who are just developing homework skills , for example, often need more time than peers to complete independent assignments, can find it challenging to focus their attention when working on their own, and may not have efficient study skills (Cooper & Valentine, 2001). To be sure, student procrastination and avoidance in work assignments is a widespread problem. And many students who fall behind in their work also develop a maladaptive, self-reinforcing pattern of escape-maintained behavior: as these students owe ever-increasing amounts of late work, they respond to the anxiety generated by that overhang of overdue assignments by actively avoiding that work. And thus the problem only grows worse (Hawkins & Axelrod, 2008).

When a student begins to slip in the completion and submission of assignments, the teacher can take steps proactively to interrupt this work-avoidant pattern of behavior by meeting with the student to create a plan to catch up with late work. (It is also recommended that the parent attend such a conference, although parent participation is not required.) In this 'late-work' conference, the teacher and student inventory what work is missing, negotiate a plan to complete that overdue work, and perhaps agree on a reasonable penalty for any late work turned in. Teacher, student (and parent, if attending) then sign off on the work plan. The teacher also ensures that the atmosphere at the meeting is supportive, rather than blaming, toward the student. And of course, any work plan hammered out at this meeting should seem attainable to the student.

Below in greater detail are the steps that the teacher and student would follow at a meeting to renegotiate missing work. (NOTE: Teachers can use the Student Late-Work Planning Form: Middle & High School to organize and document these late-work conferences.):

• Inventory All Missing Work. The teacher reviews with the student all late or missing work. The student is given the opportunity to explain why the work has not yet been submitted.  
• Negotiate a Plan to Complete Missing Work. The teacher and student create a log with entries for all of the missing assignments. Each entry includes a description of the missing assignment and a due date by which the student pledges to submit that work. This log becomes the student’s work plan. It is important that the submission dates for late assignments be realistic--particularly for students who owe a considerable amount of late work and are also trying to keep caught up with current assignments.  A teacher and student may agree, for example, that the student will have two weeks to complete and submit four late writing assignments. NOTE: Review this form as a tool to organize and document the student’s work plan.  
• [Optional] Impose a Penalty for Missing Work. The teacher may decide to impose a penalty for the work being submitted late. Examples of possible penalties are a reduction of points (e.g., loss of 10 points per assignment) or the requirement that the student do additional work on the assignment than was required of his or her peers who turned it in on time.  If imposed, such penalties would be spelled out at this teacher-student conference. If penalties are given, they should be balanced and fair, permitting the teacher to impose appropriate consequences while allowing the student to still see a path to completing the missing work and passing the course.  
• Periodically Check on the Status of the Missing-Work Plan. If the schedule agreed upon by teacher and student to complete and submit all late work exceeds two weeks, the teacher (or other designated school contact, such as a counselor) should meet with the student weekly while the plan is in effect. At these meetings, the teacher checks in with the student to verify that he or she is attaining the plan milestones on time and still expects to meet the submission deadlines agreed upon. If obstacles to emerge, the teacher and student engage in problem-solving to resolve them.

Attachments

• Download This Blog Entry in PDF Format: How To: Help Students to Complete Missing Work: The Late-Work Teacher-Student Conference
• Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36 (3), 143-153.
• Hawkins, R. O., & Alexrod, M. I. (2008). Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment. Behavior Modification, 32, 840-859.

Top 10 Strategies For Catching Up on Missed Schoolwork and Ending The Year Successfully

It’s that time of year when many of the sessions in my private practice involves a discussion with my child or teen clients about strategizing ways to catch up a long list of missed assignments and end the school year successfully.

As a child psychologist and Modern Parenting Expert, I’ve unfortunately seen this scenario play out with many of my clients every year and it breaks my heart. It makes sense that many kids find themselves overwhelmed by late work in the second half of the school year. The first half of the year takes off slowly, allowing the child or teen to ease on in to homework, projects, and the material. Then, Christmas break happens and the child gets used to a slower pace for a while, and then January hits with a BANG!

Teachers mean business after the holidays are over. There is no more easing into the material and work, and the expectations are very high when it comes to producing work. In addition to this less-understanding attitude of the teacher, the academic material naturally becomes more complex and intense too. This scenario oftentimes creates a situation where it becomes very easy for kids and teens of become overwhelmed by the new demands of the second half of the school year.

But I have good news for you: even if your child is SUPER behind in their schoolwork, they can still end the school year on a positive note (and pass all of their classes!) by using the 10 strategies below. These are the same exact strategies that I use with all of my private practice clients, and I’ve seen many families rejoice with relief at the end of the year when their child brings home their well-deserved good grades.

The Strategies

Strategy #1: If you haven’t already, talk to your child’s teacher(s) to get an accurate accounting of the missed assignments and ask for extra time to get these assignments turned in.

For younger kids, the parent definitely needs to take control of this. Kids who are in elementary, middle school, and  junior high just don’t have the communication skills necessary to have this important conversation with their teacher(s) and then report accurately back to mom and dad. Do yourself a favor, and take charge of this conversation yourself.

For kids who are in high school, these older kids can be encouraged to have this discussion on their own; however, if your child has a history of procrastination, lying, or academic anxiety, then it is probably better than you get involved in this conversation as well.

The point of this conversation is to get an accurate accounting of what assignments are actually missing. I know that when both my kids were in school, the online grading programs were not always accurate (we used Aries), so talking to the teacher(s) is the only way to ensure that you are getting an accurate idea of the amount of work that needs to be made up.

In addition to discussing which assignments are due, also see if the teacher is on board with your child turning in the assignments late. I’ve found that most teachers (even the grumpy ones) would rather a student turn in their work late than not at all, so most teachers will work with you on a new timeline for missing work.

Strategy #2: Make a realistic weekday AND weekend plan for completing missing assignments.

Now that you know exactly what you child is up against, sit down with them and create a realistic plan for getting it all done. What does realistic mean? It means that both you and your child need to come to terms with the fact that this won’t get fixed overnight. This will take time.

I recommend starting off slow because most kids at this point are so overwhelmed with the idea of making up so much work, that they need to first see that they are capable of tackling this big task. Many parents (and sometimes kids) want to start off by planning that the child or teen will spend all of their free time on homework.

This is just setting your child up for failure.

Look at your list of missing assignments and due dates. Plan to have your child work on 2-4 missing assignments per day on the weekday and more on the weekend (depedning on weekend family activities). Don’t expect your child to complete more that this even if they were able to complete 4 assignments in a half an hour and they have tons of time left in the day. Make a plan and stick to it. The point is to help your child see that they can take a problem, devise a solution, and work consistently on the solution successfully.

Especially with kids and teens who also experience anxiety, this step of the plan helps to manage the anxiety surrounding the missed work. When kids are using all of their cognitive capacity to worry about their academic work, they don’t have much cognitive energy left to actually work on their assignments. By creating a realistic plan, managing the anxiety surrounding the academic stress, and then plugging away every day at the plan, your child or teen will actually be able to work on their assignments more efficiently.

Strategy #3: Go For The Quick Win.

This step is counterintuitive to what most parents instinctively want to do. I’ve seen many parents set their child or teen up for failure when they encourage their child to work on hard assignments first, but this ALWAYS backfires.

For example, let’s say your plan is to have your teenager tackle 3 missing assignments per day and you tell your child to work on a science report that is worth a lot of points as 1 of their assignments for the day. More than likely, this assignment takes a long time to complete because it is really involved. Many kids and teens get discouraged at this point because they don’t see the plan working.

Instead of going for those larger projects first (and I totally understand the reasoning behind why you would want them to start with these projects) start with the “easy wins” first. Choose short assignments, Or assignments in the classes that your child likes or finds easier than other classes.

The point here is to allow your child to experience progress and success. If  they see the plan working, then they are more likely to continue with the plan and have a better attitude about working on their missing assignments.

Strategy #4: Create a New Habit Routine – And Don’t Forget The Reward Phase.

Scientific research shows us that creating a “Habit Loop” is the best way of establishing – and keeping – positive behavior patterns. The image below illustrates Charles Duhigg’s Habit Loop. A new behavior needs a reminder (like a particular time of the day) which influences the desired behavior. In order to keep the habit going, the subject must experience some kind of reward after performing the behavior such as some well-earned video game time, the ability to facetime a friend, etc.

Most of the time, I recommend that the reward be something that the child likes to do in their down time. 

For more on the Habit Loop, check out THIS ARTICLE on my Parenting The Modern Family blog .

Strategy #5: Take Care of HALTS Before Starting Homework.

It’s hard for anyone to concentrate if they are Hungry, Angry, Lonely, Tired, or Stressed; as such, be sure these common discomforts are addressed. I always recommend that kids should have a snack before starting homework – and research backs me up here. A healthy and quick snack increases their glucose level (the energy needed for your child’s brain to function well), so ensuring they are not hungry goes a long way in helping them get their missing assignments done.

If your child or teen seems angry – or bothered by any other negative emotion – then allow them to deal with that emotion. For example, if your child is angry that they need to do homework instead of play outside with their friends, allow them to talk about their anger and then have a positive discussion with them that they can play with their friend as soon as their homework for the day is finished. If you allow your child to “push down” their emotions, then they’ll just sit there giving cognitive energy to their emotions instead of their homework.

Likewise, if your child is lonely, offer to sit with them while they work – or have the family dog or cat keep them company. If they are tired, re-evaluate their bedtime. Maybe they need to go to bed a half hour earlier. And if they are stressed about their homework, help them decrease their stress levels by using this technique .

As you can see, taking care of your child or teen’s physical and emotional needs goes a long way in meeting the goal of catching up with their missed assignments.

Strategy #6: Consider Pausing Extracurriculars For a While.

If your child or teen has a long list of work that needs to be made up, it might make sense to pause their extracurricular activities. This really isn’t meant to be a punishment per se, but it is a natural consequence of taking care of major responsibilities first. You know your child and the situation regarding their extracurriculars best, so if it makes sense to “pause” their extracurriculars, then go ahead and do so.

Strategy #7: Deal With The Overwhelm.

Dealing with overwhelm is a life skill that most kids haven’t learned yet. Yes – this is a LEARNED SKILL.

It can be very frustrating working with a child or teen who only focus on the goal (getting all the missing assignments completed) and not the small steps in attaining that goal (working on one task at a time). Many young clients sit in my office and focus only on the overwhelming idea of a mountain of work that must be done. When I begin working with them about developing a plan to address their missing work, they shut down and can’t seem to even concentrate on thinking of a plan. They tell me, “That will never work – I have too much to do,” and I have to remind them, “Yes, but you can’t do it all at once. You can only do one task at a time, so which task should you concentrate on first?”.

When your child starts “spiraling” at the thought of so much work that needs to be done, bring them back to reality by reminding them that they can’t do every task right now. Ask them to choose only 1 task to think about (and try to make it a quick win – see strategy #3 above).

Strategy # 8: Get Educational Support For Your Child.

Many kids ignore assignments because they are too difficult for them. Every child has their own unique strengths and weaknesses, which means that most kids won’t be great at every class. If your child is struggling with a particular subject (especially in the last half of the year when the subject matter becomes more complex and difficult) then consider a tutor.

Now, a tutor can mean several things. One type of tutor is someone who has been trained in education and makes a living helping kids overcome their educational struggles. This can be very expensive though. I often ask parents if they have a teenage or college-age person in the family who might be able to come and work with the child for a short period of time. Older kids often like mentoring younger family members. Not only is this a cheaper alternative, but I’ve seen this situation really be effective.

If you need to, get creative with looking for someone to act as a tutor for your child.

Strategy #9: Remember To Take Breaks.

Adults have learned to “power through” things, but kids and most teens still have not developed this life skill yet. Because of this, they will need to take frequent breaks when working on long session of homework. I recommend that kids and teens should take a break every 45 minutes, take a 10-15 minute break, and then get back to work again.

A great technique is the pomodoro method, and this method has some scientific backing that it is very useful. All you have to do is set a timer (there are even tons of pomodoro apps for your phone!) for 45 minutes. When the timer goes off, let your child take a break. They can look at their phones, watch a short Youtube video, go to the bathroom, etc. Set the timer for again for the break time (10 or 15 minutes). When the timer goes off again, that’s the signal that it’s back to work. Set the timer again for 45 minutes and repeat.

You can even challenge your child or teen to work through several pomodoro sessions. This method works well because the timer never lies, and the child learns to take their cues from the sound of the timer.

Strategy #10: Contact a Child Therapist To Help Your Child Work Through Difficult Feelings That Are Holding Them Back From Achieving Their True Potential.

There’s nothing I hate more than seeing kids or teens not living up to their full potential, but this happens a lot when they are also dealing with feelings of anxiety, depression, low self-esteem, or difficulties with concentration (such as ADHD). The only way for your child or teen to move past these feelings that are sidelining them is to deal with them in therapy.

In my private practice, I am passionate about helping kids reach their goals. As a child psychologist and Modern Parenting Expert, I have specific training in helping kids overcome obstacles that are common to this generation of young people. I have helped kids and teens overcome problems with motivation, low self-esteem, anxiety, depression, and many other issues.

Call (909) 326-2562 today to schedule a free 20-minute phone consultation to see if I am a good fit in working with your child. Or click here to use my online scheduler to schedule the phone consultation today.

Your child or teen CAN overcome any obstacle with the right support!

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• Teaching Tips

Dealing With Students Missing Exams and In-Class Graded Assignments

Teachers often become more aware of students’ out-of-class activities than they might wish. Announcements and memos from the dean of students inform about sporting teams and their games and tournaments, forensics, service learning conferences, community-based work, and the like. And teachers quickly become familiar with student lifestyles and illnesses ¾ mono, strep throat, hangovers, the opening of deer and fishing seasons, quilting bees, family vacations, and their family mortality statistics. The relationship between exams and mandatory in-class work and the death of students’ cousins and grandparents is so high it should be a concern of the National Center for Disease Control. Given all this, it is a certainty that students will miss exams and other required activities. What is a teacher to do?

If you want to hear colleagues express frustration, ask them about make-up exams and assignments. Despite knowing intellectually that such absences will occur, teachers hope and pray, even in public institutions, that all of their students will take exams as scheduled. Alas, such prayers are rarely answered, and teachers are faced with the practical issues of keeping track of students who miss exams and assignments, as well as managing make-ups.

All of our advice, except that related to ethics, should be read through the filter of the type of institution where you teach, and the types of courses you teach and how large they are. For example, at a small liberal arts school, where teaching is a faculty member’s primary responsibility, more time may be spent with students who miss exams or assignments, and more creative (time consuming) alternatives may be practical as compared with someone teaching classes of 300 or 500 or more in a Research I institution.

Ethics Teachers are not to cause students harm; we must treat them fairly and equitably, and they must be allowed to maintain their dignity (Keith-Spiegel, Whitley, Balogh, Perkins, & Wittig, 2002). Whatever your procedures are for students who miss exams and required in-class work, they must be equitable, providing students equal chances to earn a good grade by demonstrating equal knowledge. The hard part may be balancing academic rigor and accountability for what students are to learn with a fair and manageable process for those who miss required exams and assignments.

Make-up Exams These should not be more difficult than the original test but must be, as best as you can design, alternate forms of the same exam. Exam banks that accompany texts make designing such alternate forms of multiple-choice tests relatively easy, and colleagues teaching two or more sections of the same course in a semester, who give alternate forms of exams, are often a good source of advice on this matter. Be thoughtful about the following:

• An essay make-up exam may be unethical if regular exams are multiple choice or short answer (or vice versa), since students must study differently and they may be more difficult.
• An oral exam may “punish” students who do not think well on their feet, or are more socially anxious.
• Scheduling make-up exams at inconvenient or undesirable times may express your frustration, but you or someone else will have to be there at the “inconvenient” time also, and such arrangements raise issues of foul play.
• It may be inequitable to students who meet all course requirements to allow their peers to do extra credit or drop their lowest grade instead of making up a missed exam.

In-class Assignments The same considerations exist for students who miss in-class required presentations, or other graded work. If possible, students who were to present should be given opportunities to make up the assignment using the same grading criteria.

Planning Ahead

Spell-out Missed Exam Procedure in Course Policies No matter how well you teach or what inducements or penalties you impose, some students will miss exams and required class activities. Good educational practice argues that you plan for this reality as you design your course, not two days before (or after) your first exam. You want as few surprises as possible once the course begins.

Put your policies in your syllabus. Have a section in your syllabus on exams and other graded work. Specify your policies and procedures if students know in advance they will be absent, or how to notify you if, for whatever reason, they were absent, and any effect, if any, absences will have on their grade.

Keep your policy clear and simple. Before finalizing your syllabus, ask a few students to read your make-up policy to determine if it can be easily understood. If your explanation of what students are to do in the case of missing an exam, and how their grade is affected, is not easily understood, revise it. In developing your policy, do you want students to:

• Notify you if they know they will miss, preferably at least 24 hours in advance, and give you the reason? Talking with you before or after class offers the best opportunity to provide feedback if the reason is questionable, to work out alternatives, and so forth. E-mail also can be useful.
• Notify you as soon as possible after missing an exam or required assignment and give the reason? Again, in person or e-mail work best.
• Present a letter from an authority (e.g., physician) documenting the reason? Keep in mind any student can “forge” such documentation or manipulate it in other ways, e.g., “Fred came to see me complaining of a severe headache.”
• Have their grades lowered if their absence is not “acceptable” (e.g., overslept versus seriously ill)? How will you decide what is acceptable? Our experience suggests that “legitimate” reasons for absence include, but are not limited to: illness of the student or a close relative, accident, court appearance, military duty, broken auto, hazardous weather, and university activities (e.g., athletics, forensics).

Policies should reflect the nature of the exam or graded assignment. If you are teaching an introductory course and each module largely stands alone, it may be appropriate for students to make up a missed exam late in the semester. But if you want students to demonstrate knowledge or competency on an exam or assignment because future course material builds on that which comes earlier, you want to give the students much less time to make up the missed work.

Common policies. A common procedure is for the teacher, teaching assistant, or departmental secretary to distribute and proctor make-up exams during prearranged times (Perlman&McCann, in press). You might also consider allowing students to take make-up exams during exam periods in other courses you are teaching.

Make your policies easy to implement. To maintain your sanity and keep your stress level manageable, you must be able to easily implement your policies. For example, even if you, a secretary, or a graduate student distribute and proctor make-up exams, problems can arise. For example:

• The secretary is ill or on vacation, or you are ill or have a conference to attend. You never want to change the time make-ups are available to students once these are listed in the course syllabus. Have backups available who know where make-up exams are stored, can access them, and can administer and proctor them.
• Too many students for the make-up space. Investigate room sizes and number of rooms available. You may need more than one room if some students have readers because of learning disabilities.
• Students often forget there is a common make-up the last week of the semester. Remind them often and announce this policy on class days when students are taking an exam, as this may be the only time some students who have missed a previous exam come to class.

Encourage appropriate, responsible, mature behaviors. Take the high road and let students know how they “should” behave. For example, one colleague includes this statement in the syllabus:

I expect students to make every effort to take required exams and make course presentations as scheduled. If you know in advance you will miss such a requirement, please notify me. If you are ill or other circumstances cause you to miss a required graded activity, notify me as soon as possible.

One of our colleagues states in her syllabus for a psychology of aging class, “It is very bad form to invent illnesses suffered by grandparents!” By giving students exemplars on how to behave appropriately, you can then thank them for their courtesy and maturity if they follow through, positively reinforcing such behaviors.

God lives in the details. Always err on the side of being “concrete.” If a make-up exam is at the university testing center, tell students where the testing center is. If you or a secretary hold make-up exams in an office, you may want to draw a map on how to get there. It is not uncommon for students to fail to find the office at the time of the exam, and wander around a large university building.

Students Who Miss Exams You have a variety of alternatives available on how to treat students who miss a scheduled exam. Select those that fit your course and the requirements of learning students must demonstrate.

Requiring make-up exams. If you collect all copies of your multiple choice or short answer exams, you may be able to use the same exam for make-ups. Our experience is that it is extremely rare that students deliberately miss an exam to have more time to study, whereas asking peers about specific exam questions more commonly occurs. Your experiences may be different. However, if you put exams on file at the university testing center, and students can take them weeks apart, you may want different forms. If you have concerns, you will need to prepare an equivalent, alternative form of the regular exam, as is often the case for essay tests.

Using procedures other than a make-up exam. Some faculty have students outline all text chapters required for an exam, use daily quiz scores to substitute for a missed exam, use the average of students’ exams to substitute for the one missed, score relevant questions on the comprehensive final to substitute for the missed test, or use a weighted score from the entire comprehensive final substituted for missed exam. Some teachers just drop one test grade without penalty (Buchanan&Rogers, 1990; Sleigh&Ritzer, 2001). Consider whether students will learn what you want from various alternatives and whether this work is equal to what students must demonstrate on exams before adopting such procedures. If your course contains numerous graded assignments of equal difficulty, and if it is equitable for students to choose to ignore a course module by not studying or taking the exam, you should consider this process.

Other teachers build extra credit into the course. They allow all students opportunities to raise their grades, offering a safety net of sorts for those who need to “make-up” a missed exam by doing “additional” assignments such as outlining unassigned chapters in the text.

Scheduling make-ups. Pick one or two times a week that are convenient for you, a department secretary, or teaching assistant, and schedule your make-ups then. Some faculty use a common time midway through the semester and at the end of the semester as an alternative.

Students Who Miss Other In-Class Assignments Allowing students to demonstrate learning on non-exam graded assignments can be tricky. Such assignments often measure different kinds of learning than exams: the ability to work in groups, critical thinking as demonstrated in a poster, or an oral presentation graded in part on professional use of language. But you do have some alternatives.

Keeping the required assignment the same. If the assignment is a large one and due near the end of the semester, consider using an “incomplete” grade for students who miss it. Alternatively, students can present their oral work or poster in another course you are teaching if the content is relevant and time allows it. The oral required assignment also can be delivered just to the teacher or videotaped or turned in on audiotape.

Alternative assignments. As with missed exams, you can weigh other assignments disproportionately to substitute for in-class graded work — by doubling a similar assignment if you have more than one during the semester, for example. The dilemma, of course, is not allowing students easy avenues to avoid a required module or assignment without penalty. For example, oral assignments can be turned in as written work, although this may negate some of the reasons for the assignment.

When we asked colleagues about alternatives for missed in-class graded assignments (as compared with exams), almost everyone cautioned against listing them in the course syllabus. They felt that students could then weigh the make-up assignment versus the original and choose the one that gave them the greatest chance of doing well, and also the least amount of anxiety (in-class presentations often make students nervous). They recommended simply telling students that arrangements would be made for those missing in-class required graded work on a case-by-case basis.

Students Who Miss the “Make-Up” On occasion, students will miss a scheduled make-up. Say something about this event in your syllabus, emphasizing the student’s responsibility to notify the instructor. We recommend that instructors reserve the right to lower a student’s grade by “x” number of points, or “x” letter grades. If you place exams at a university testing center, you may not find out the work has not been made up until the course is over, leaving you little choice but to give the student an “F” on that exam or assignment.

When the Whole Class Misses a Required Exam or Assignment On rare, but very memorable, occasions the entire class may miss an exam or assignment. For example, both authors have had the fire alarm go off during an exam. After a bomb threat cleared the building during his exam, the campus police actually contacted one author to identify whether a person caught on camera at a service station was a student calling in the bomb scare. (It was not.) The other author experienced the bomb squad closing a classroom building during finals week due to the discovery of old, potentially explosive, laboratory chemicals. Of course, the blizzard of the century or a flood might occur the night before your exam. What is a teacher to do?

The exam or graded assignment must be delayed. Prepare beforehand. Always build a make-up policy into your syllabus for the last exam or student presentation in a course. Talk with your department chair or dean about college or university policy. State that if weather or other circumstances force a make-up, it will occur at a certain time and place. This forethought is especially important if you teach at a northern institution where bad winter weather is not unusual. For exams and assignments during the semester, the policy that works best is to reschedule them (again, stating this in your syllabus) for the next regular class period. Call attention to this policy early in the semester, and post it on your course Web site. The last thing you want to do is call or e-mail everyone in the class to tell them an exam has been cancelled.

An exam or graded assignment is interrupted. Graded assignments such as oral presentations are easily handled. If time allows, continue after the interruption; if not, continue the next class period or during your designated “make-up” time.

If something interrupts an exam, ask students to leave their exams and answers on their desks or hand them in to you, take all personal materials, and leave immediately. A teacher can easily collect everything left in most classes in a few moments. Leave materials on desks if the class is large, or be the first person back to the room after the interruption. Fire alarms, bomb scares, and the like usually cause a lot of hubbub. Only if you have a lengthy two- or three-hour class, with time to allow students to collect themselves and refocus, and no concern about their comparing answers to questions during the delay, should the exam be continued that same day or evening.

If the interruption occurs late in the class period, you might tell students to turn in their work as they leave. You can then determine how you want to grade exams or the assignment, using pro-rated points or percentages, and assign grades accordingly.

If the interruption is earlier in the hour, the exam will have to be delayed, usually until the next class period. With a multiple-choice exam, we advise giving students the full (next) class period to finish their exams. If you are concerned about students comparing questions they have already answered, you will have to quickly develop an alternate exam.

A teacher’s decisions are more complicated if the exam is short answer or essay. Students may have skimmed all essay or short answer questions before an interruption. Will they prepare for those questions before the next class period? What if some students only read the first essay question but do not know the others they must answer? Preparing an alternate exam may be feasible, but students need to know you will do so, so they do not concentrate their studying on specific topics you will not ask about.

We know that such class interruptions are rare, but they can wreak havoc with students and teachers, be stressful, and raise issues of fairness that echo throughout the rest of the course. We advise teachers to talk with colleagues, and we have found a department brown bag on the topic fascinating. Your colleagues may have some creative and sound advice.

Summary A teacher needs to plan ahead. Take some time to think about what it means for you and students who miss required in-class work. A little preparation can save a lot of time and hassle later in the semester. Students deserve and will appreciate policies that are equitable and manageable.

Author’s Note: The authors are interested how teachers deal with missed or interrupted graded in-class work (and their horror stories). Contact us with your ideas and experiences at [email protected] .

References and Recommended Reading

• Buchanan, R. W., & Rogers, M. (1990). Innovative assessment in large classes. College Teaching, 38 , 69-74.
• Carper, S. W. (1995). Make-up exams: What’s a professor to do? Journal of Chemical Education, 72 , 883.
• Davis, B. G. (1993). Tools for teaching . San Francisco: Jossey-Bass.
• Keith-Spiegel, P., Whitley, B.G. E. Jr., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The ethics of teaching: A casebook (2nd ed.). Mahwah, NJ: Erlbaum.
• McKeachie, W. J. (2001). Teaching tips: Strategies, research, and theory for college and university teachers (11th ed.) Boston: Houghton Mifflin.
• Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors (2nd ed). Bolton, MA: Anker.
• Perlman, B., & McCann, L. I. (in press). Teacher evaluations of make-up exam procedures. Psychology Learning and Teaching, 3 (2).
• Sleigh, M. J., & Ritzer, D. R. (2001). Encouraging student attendance. APS Observer, 14 (9), pp. 19-20, 32.

Do you know of any research related to taking points off an exam for students who take a make-up for whatever reason? It is mentioned in this article but I’m interested in evidence to back up that it is fair and/or punitive in a college setting with adult learners. Thank you. Gerri Russell, MS, RN

I teach introductory nutrition and other biology classes. If a student can prove that they missed an exam or assignment for a verifiable reason, even if they let me know ahead of time (usually technology related reasons), I let them make it up without taking points off. If they can’t prove it I take off points as follows: 10% off per day late during the first week after the assignment is due. Half credit earned after that. Even if they know there are always students who just miss things for no apparent good reason. I feel like this is fair because it gives them the responsibility for making it up, and I’d rather people become familiar with the material, rather than just not do it at all.

I think that the mid semester tests must be abolished from all colleges/universities in order to let them prepare for the final exams without any pressure of getting grades,this will not give rise to any decompetition then,so I personally feel that my suggestion will be very useful I want everyone to obey that

APS regularly opens certain online articles for discussion on our website. Effective February 2021, you must be a logged-in APS member to post comments. By posting a comment, you agree to our Community Guidelines and the display of your profile information, including your name and affiliation. Any opinions, findings, conclusions, or recommendations present in article comments are those of the writers and do not necessarily reflect the views of APS or the article’s author. For more information, please see our Community Guidelines .

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About the Author

BARON PERLMAN is editor of "Teaching Tips." A professor in the department of psychology, distinguished teacher, and University and Rosebush Professor at the University of Wisconsin Oshkosh in the department of psychology, he has taught psychology for 29 years. He continues to work to master the art and craft of teaching. LEE I. MCCANN is co-editor of "Teaching Tips." A professor in the department of psychology and a University and Rosebush Professor at the University of Wisconsin Oshkosh, he has taught psychology for 38 years. He has presented numerous workshops on teaching and psychology curricula, his current research interests.

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How to Never Miss an Assignment Again

Never miss an assignment again.

That which you had been dreading has happened. You either completely forgot about an assignment that was due or wasn’t able to finish and turn it in on time. While missing an assignment is something most college students are bound to face in a certain point of their academic trajectory, it can be a very unpleasant experience which can result in several complications with your marks in a specific subject. The best thing would indeed be not having to go through it.

However, with so many things going on at the same time, so many tests to revise for and a ton of other assignments due as well, it may often seem like science-fiction to be able to have everything prepared on time. True, it may be difficult, but it’s not impossible. In this article, we will give you some useful tips to help you organize yourself better and, as we say in Spain, “not get caught by the bull”… again.

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Let’s state the most important thing first, and that is

Forgive yourself. Regardless of the circumstances why you weren’t able to hand in your assignment on time. Acknowledging you’ve made a mistake and that you need to correct it is the first step towards improvement. Come to terms with what has happened and then let go; after all, there’s no use in torturing yourself over what you could have done differently once you can’t do anything else about it.

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Speak to your professor

If you weren’t able to complete your assignment because you or someone in your family have had a health-related problem, teachers are more likely to put themselves in your place and give you a chance to compensate for the mishap. Also, if you or one of your relatives have been ill, ask the doctor for a medical letter to show to your professor and prove that you’re not just making up an excuse.

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There’s (almost) nothing a good dialogue can’t solve

Even if you’ve missed your assignment deadline because you prioritized other things or simply because you procrastinated too much, talk to your lecturer if there’s anything else you could do in order not to fail the subject. Perhaps for this class, they’ll be taking the final exam’s marks more into account; or there are other assignments which would give you a good opportunity to make up for the incident. Keep in mind, however, that every professor is a world of their own. Just because Professor X told you that you could do a paper about tropical fish to compensate for the missed assignment doesn’t mean that Professor Y is willing to give you that chance. And furthermore, don’t try to have your way at all costs: if your professor says that there are no more opportunities, accept that no means no.

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Don’t let it happen again!

Whenever one of your professors proposes a new paper to turn in or a new project to present, take good note of it in your calendar or agenda so that you make sure not to forget about it and end up having the deadline catching up with you. Once you have the date in which your assignment is due in mind, you can start preparing it with enough anticipation.

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Get to work!

Go to your college or local library and start gathering the materials necessary for completing your project/assignment: read books, look up information online, take notes, write up some drafts… Of course, you don’t need to work yourself to death in a matter of a few days, on the contrary: dedicate every day a little time to your task, even if it isn’t more than an hour. If you start gathering up information and writing a couple of paragraphs since the very first day, you’ll see how you’ll have it done in time!

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“I’m stuck?! Help, please!”

Is your assignment topic too complicated? You don’t even know where to start? Are you at a total loss? Don’t worry we all have been there. If you see yourself struggling with your assignment, you can always ask your professor your doubts or request for a tutorship. If you address them in a polite manner and they see you truly interested in your work, they won’t refuse. Another tip that always helps is regularly attending your lectures: more often than not, your professors may drop little hints about what they’re looking for in an assignment… or even in the final exam! You can also resort to asking around your circle of college friends for some solidarity between partners. Keep in mind that at least two heads think more than one!

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If you follow these tips, you’ll see how you won’t miss another assignment again during your college years. But even if missing an assignment is not a very nice experience, think that you’re also a human after all and that it is impossible not to make a single mistake every now and then. Furthermore, there is always a valuable lesson to be learned from our slip-ups.

Do you think there are any other pieces of advice that should be taken into account for not missing your assignments’ and projects’ deadlines? If so, feel welcome to share them with us in the comment section.

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The Magic Solution to Missing Assignments

One my biggest struggles as a 5th grade teacher was getting kids to do their homework. I’m guessing you can relate! I was never a fan of loading kids up with homework, but I did expect them to complete whatever was assigned. Most of my homework was finishing classwork, returning a signed paper, or reading for 20 to 30 minutes. Yet precious minutes of class time were wasted every day while kids looked for missing assignments or worse, wasted my time trying to explain why they didn’t have it.

Then I discovered the magic solution to missing homework … Fun Friday! I can’t take credit for the idea, but I can tell you that it works! It was definitely the most effective system I’ve ever used for dealing with the problem of missing assignments.

How Fun Friday Works

Fun Friday is a weekly event that 3 or 4 teachers organize and implement together. On Friday afternoon, each teacher hosts one activity in his or her classroom for 30 minutes. One or two teachers take a group of students out to play or organize indoor recess activities. Another teacher hosts a free time in the classroom where students play board games, draw on the Smartboard, use iPads or play with a class pet. Sometimes a teacher will offer a special arts and crafts activity.

At least one teacher supervises a “study hall.”Students who have not completed all homework for the week attend the Study Hall and use that time to make up missing work. Each week teachers rotate activities so that all share the responsibilities equally.

If there aren’t 3 or 4 teachers at your school who want to participate in Fun Friday, you can implement the program with just two teachers. One will take students outside or provide indoor recess, and the other will split his or her room between a study hall and a quiet reading or game room.

Why Fun Friday Works

My students loved Fun Friday and looked forward to the chance to get together with friends in other classrooms. It was one of the few rewards that actually motivated them to complete every single assignment all week. I kept a homework chart where I checked off those who completed all assignments for the week, and I was pretty strict with my requirements for Fun Friday. If a student even had one missing or late assignment during the week, they went to Study Hall. If you think this is a bit extreme, let me say that after just a few weeks of implementing Fun Friday, most kids would earn it every week. I was amazed at the difference this program made and how much time it saved me from dealing with late and missing assignments.

Fun Friday Sign-up Freebie

One thing that helped make Fun Friday easy to implement was a sign up chart. Right after lunch on Friday, I allowed those who had completed all assignments to sign up for their preference of activities. I’ve created several variations for you to try that you can download here for free .

Convincing Administrators

Over the years I did have a few principals who needed to be convinced that the 30 minutes we devoted to Fun Friday were not wasted. My rationale was that we easily made up this time by not having to deal with missing and late assignments all week. Also, everyone, teachers and students alike, are downright brain-dead by the time Friday afternoon rolls around! Have you ever seriously tried to teach a lesson on a Friday afternoon? Trust me, it’s a wasted effort. You’ll just have to reteach it on Monday!

Do you implement a similar program in your classroom? Have you found it to be effective? If you haven’t tried it, I hope you’ll test it out. I believe you’ll discover the magic of Fun Friday, too!

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A Better Way to Handle Missing Assignments

Published: November 04, 2022

In a perfect world, all students would submit their work on time. However, for a variety of reasons, this is rarely the case.

Google Classroom is great for allowing teachers to assign work and for students to submit work. As a classroom teacher, I enjoy the convenience of finding student work organized in Google Classroom rather than trying to manage a stack of papers for each assignment. However, I run into the challenge of providing a list of what a student still needs to complete.

Missing Assignments Report

Google Classroom lacks a missing assignments report. When a parent or guardian requests a list of what their student is missing, I cannot send the list from Classroom. In a particular class, I can go to the People tab and drill down to a student, filter for Missing Assignments and then copy and paste that information into an email. 

Customizable Missing Assignments Reports

Fortunately, there is a free and better way to share a list of missing assignments. Schoolytics allows teachers to sync their Google Classroom classes. After logging in, a “Missing Assignments” report is easily accessed.

Create a Filter

Do you just want a list of what a student is missing this week? Or maybe just homework assignments that are missing? Schoolytics allows you to use the filter options at the top to customize the information you want to share. Change the date range from the default “Last 30 days” or filter for class or grading category.

Post to the Stream

If you want to communicate with students about their missing assignments, the Stream is a great option. When selecting to message student assignments the options are “Email” and “Stream.” Click on the Stream to send a list of live links that only the student can view. This shows up right in Google Classroom. The note, either for Email or the Stream, is customizable.

Share with Guardians

Use the 3 dots menu throughout the Schoolytics platform to export information to a Google Doc, Sheets or PDF. Selecting “Save to Drive” creates an editable and customizable missing assignments report that you can send to a parent or guardian. As a classroom teacher, I particularly love this feature since I have control over what information is being shared rather than a generic report that might generate more questions than it answers. 

CC Guardians

A district-wide Schoolytics plan allows you to directly share missing assignments reports with parents and guardians. Under the email option, there is a checkbox to allow you to CC Guardians. 

• Select the email option.
• Checkbox CC Guardians to send a list of missing assignments.
• Customize the email subject line.
• Customize the assignment message. The list of missing assignments will be dynamically generated for each student.
• Document that you notified students and their guardians of their missing assignments.
• Bulk send to students and guardians the report

Save Time with Schoolytics

I save hours of time each week by using Schoolytics to gain insights into student performance, quickly know which assignments have been submitted, and creating reports for better communication about student performance. Schoolytics is a tool that enhances my use of Google Classroom and saves me time. 

About the Author

Alice Keeler is a teacher and author of the book “Stepping Up to Google Classroom.” Find her on Twitter @alicekeeler and on her blog, alicekeeler.com . 

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How to Finish All Your Missing Assignments Fast; 8 Useful Tips

When you do not submit or complete assignments on time you are faced with the challenge of missing assignments. It can be hard to keep track of all your missing assignments when they pile up but don’t worry.

First, talk with your teachers about the assignments you failed to submit and ask for a deadline extension. Then, make a plan for how to handle your work, putting the most important tasks first. Take breaks, treat yourself, and keep a good attitude to get more done. It’s not easy to make up for the schoolwork you missed, but if you’re organized and have a plan, you’ll be better able to handle whatever comes your way.

It is a daunting situation, and without the right approach, you may end up not finishing your missing assignments which will affect your overall grade. Here are critical steps that can help you finish all your missing assignments fast.

1.   Create a list of all missing assignments

When working on missing assignments, you are more likely to pick the easier assignment first and forget about the tough assignments. Making a list of all your assignments helps to make sure you complete all missing assignments.

List all the missing assignments that need to be done; even if you have to re-read notes, all these tasks must be included in the list. Tick off the tasks after completion to keep you motivated.

2.   Create a detailed timetable

A timetable helps you plan your tasks. Assign all your missing assignments time. Schedule more time for the tough assignments. Remember you are on a deadline, so whatever time you estimate an activity might take, reduce it by at least 5 to 10 minutes. You have to be ruthless and, at the same time, realistic when coming up with a timetable.

3.   Gather all assignment materials

After listing all the missing assignments, you will have an idea of all the required materials. You must gather all the necessary tools, such as laptops and writing materials. By doing this, you ensure that you will not have to take breaks now and then to fetch something leading to time wastage. If you are the type of person who concentrates better on music in the background, this can be a great time to choose a studying playlist.

4.   Switch off your devices

You must turn off all the gadgets not needed to do the assignments. These may include phones and tablets. You need to find a place with minimal distraction to enable you fully concentrate on the task at hand.

Being destructed will cost you time which could have been used to finish your missing assignments. Therefore, you can choose to keep your devices in a different room and only use them when you are on break. You can use one of the breaks already programmed to check on your social media.

5.   Ask for Assignment help online

If you’re thinking “I need help with my missing assignments” and want to finish homework fast, don’t avoid getting help. There are fast writers online who will help you with your assignments – for a small price of course.

Remember that your mental health has a big effect on how much you get done. No matter how hard you try, you won’t be able to finish your assignment faster if you are tired or stressed out. Assignment help experts will relieve you of your missing assignments stress.

6.   Reward yourself after finishing a missing assignment

Doing assignments may be challenging. Our brains work better when there is a possibility of getting a reward. Rewarding yourself after finishing each assignment will motivate you to continue and improve your speed.

These rewards can be a few minutes of rest, eating a snack, playing games, or spending some time on social media. These rewards should be manageable, they should not be activities that will take much of your time.

7.   Avoid unnecessary breaks

Breaks are very important when doing any task, but you need to be disciplined and take breaks only when necessary to avoid wasting time. The best way to do this is by working in short sprints and taking at most a 5-minute break.

Remember, it is also not advisable to work continuously without a break. Your mind will be exhausted, and you will take longer to complete simple tasks.

To ensure you are disciplined, you need to have punishments in place if you don’t achieve your target. You can punish yourself by taking away break privileges when a task is not done as allocated.

8.   Stay positive and remember what is at stake

Apart from following these steps, the most important step to finishing all your missing assignments is having a positive mindset. You must remember what is at stake, which in this case, is your academic achievement. Having this in mind will act as a form of motivational tool whenever things seem impossible.

Is it bad to have missing assignments in college?

Yes, it is bad to have incomplete assignments. You can skip some assignments without getting into trouble with the faculty, but you will lose some credits. Some lecturers are lenient and will award you partial credit for late submission of assignments, while others will give you nothing. When you miss assignments and are in an upper-division class, be sure your grades will be negatively impacted. You may not get into trouble with the faculty for missing one or two assignments, but your grades might be affected in the long run.

Do missing assignments affect your GPA?

Yes, missing assignments do affect your GPA. Missing assignments are usually given low or 0 marks which negatively impacts the grade, which is not a good thing for the student. You must maintain a GPA of 2.8 and above to have a good academic transcript. To remain competitive with the higher percentile range of students, you must have a 3.2 and above GPA score.

Can a professor drop you from a class for missing assignments?

Generally, a professor cannot drop you from a class because of missing assignments. However, this will also depend on your institution and its policy regarding missing assignments. Some lecturers are usually lenient and will pardon you for missing a few assignments, while others are stricter.

If you have any concerns about missing assignments, it is important to talk to your lecturer and understand their expectations and policies regarding missing assignments. If you are interested in getting the best results, you can contact your professor with genuine reasons why you missed the assignments and they might agree to give you partial credit that will assist in boosting your final grade.

Can I complete all my missing assignments in a day?

Yes, you can complete all missing assignments in a day. However, it will depend on the type and quantity of assignments you have. In most cases, it will be better to ask for more time instead of producing sub-standard work because of time.

Completing all missing assignments in a day will also require you to devise a good plan and implement it. You will have to stay away from any disruptions that may hinder your progress. Prior planning and communication with your lecturer will help you avoid situations whereby you have to complete a number of missing assignments within a day. You can ask for assignment help online if overwhelmed by deadlines.

Do missing assignments show up on transcripts?

No, missing assignments do not appear in your transcript; they only reduce your grades. Unlike cheating, missing assignments only affect total grades; therefore, it is better to have unsubmitted assignments than receive an “F” because of cheating. The only issue you will have on your transcript due to missing assignments is your GPA.

Can you graduate with missing assignments?

No, you cannot pass a class with missing assignments; therefore, you cannot graduate with incomplete assignments. To complete a course, some different assignments and tasks need to be completed, and failure to complete assignments will greatly affect your overall score.

Therefore, it is critical for a student to ensure that all assignments are completed and preferably on time. However, depending on the institution, you can graduate if the missing assignment didn’t greatly affect your final score.

Can a professor fail you for missing one assignment?

Not really, missing assignments will only impact your grade, and the lecturer has nothing to do with it. Most lecturers deal with several students and do not have time to deal with a particular student’s missing assignment. It is the responsibility of a student to make sure that all the assignments are completed. However, there are lecturers teaching units with few students; such lecturers have the time to follow up on individual students’ missing assignments. You need to know that even the lecturers that follow up on missing assignments will still deduct credit for a late submission.

It is completely the student’s responsibility to ensure no missing assignments. Professors do not fail students because of missing assignments because missing an assignment does not necessarily mean the student is performing badly; it might be because the student had a legitimate reason for not doing that assignment.

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Recurring Final Exam Dream?

Of course, you forgot you were taking this course..

Posted September 7, 2009 | Reviewed by Devon Frye

If you've had "the dream" related to school, you know exactly what it is.

This is the dream where it is the day of a final exam, and you realize that you forgot you were taking the course and therefore had not attended any of the classes, did not do the reading, and you certainly are not prepared for today's test. Other variations include your having attended some of the classes, perhaps at the beginning of the semester, and then you just forgot about the class until the day of the final. It was not intentional, but somehow, it just happened.

With all the commonalities and differences among us, my very informal, essentially conversational "research" suggests this dream is common among the past two or three generations in the United States and other countries with educational systems that emphasize high stakes formal written tests that determine your future academic opportunities.

Other common components shared by many, but not all, of the dream havers:

• The dreams don't start before high school and may not even start until college is completed.
• The subject is one the dreamer found difficult—often math, English, or science—but the failure to attend the class was not intentional.
• Many dream the added dilemma of not being able to find the exam room or having to go to the bathroom.
• Most people wake up without ever entering the room, seeing the exam, or having any outcome, resolution, or consequence, yet with the sense that the outcome will have been quite bad.
• Most people are dressed normally, but some are in pajamas; others are nude.
• The classroom door is closed, and frequently wood, some with wired safety glass windows on the door.

Usually, there are no other people in the hall and the dreamer has no conversations with anyone.

The neuroscience research that I study, especially related to my books about child development and brain research-based education , is accumulating about the neurochemistry and the brain's electrical and metabolic states during the various phases of sleep. We now know more about dream states and the measurable electrical patterns during dreams. For example, it is rare for people not to dream; even those who don't think they dream show identifiable dream-like patterns.

During dreams, the emotional brain trumps the higher, reflective, cognitive brain. The dominant brain activity during dreams is the REM state (rapid eye movement with low voltage fast electrical activity) and the metabolic activity is higher in the emotional, involuntary, more primitive limbic system. In addition, there is decreased metabolic activity in the prefrontal cortex involved in consciously directed thoughts, planned behavior, emotional self-control , executive function (prioritizing, risk-analysis, higher cognition , judgment, and the focused alert mindful state).

There is no research I have found that offers confirmed, objective evidence about cause, effect, or statistically validated explanations for the significance of The Dream, its frequency, or the variation in details.

I offer some of the hypotheses with an invitation for you to send in your variation of the dream. If you'd like to share your hypothesis about the meaning of The Dream, why it comes when it does, or any other associated ideas, those of us who have had the dream would love to read your ideas. The good news is that as there are no definitive research conclusions, your interpretations cannot be contested—there are no wrong answers and this is not an end of semester test, so have fun sharing and reading.

Hypotheses and Interpretations (from the literature and anecdotal):

• The dream often occurs in approximation with having forgotten or being concerned about forgetting to do something important in waking life.
• The dream may reflect a sense of responsibility, duty, or choice where the dreamer knows what he should do, but is hesitant or reluctant to do the act.
• A change involving the end of something is imminent and there is low confidence about the future.
• It is a time when regrets of past actions or inactions have been in mind—a possible prompt to not "put off until tomorrow what can be done today."
• The dream, when it comes in approximation with a significant date, such as a birthday, anniversary, school reunion year, date of the death of someone significant, offers the doorway to the classroom as a metaphor to paths not taken, the recognition that a "long" time has passed without goals achieved.
• The dream is a reminder not to miss an opportunity or take a more active role in one's destiny.

When I spent a week doing presentations and enjoying time with other neuroscientists and educators in Argentina this month (September 2009), I learned that test stress is not one of their problems. If a students pass the individual classes in one educational level, they can proceed to the next level. There are end of term tests, but they do not have the "make or break" impact on a student's future options or the finances of a school. Again, my "research" was informal and anecdotal, but among the 40 people I casually questioned between ages 16 and 66, not one had any version of The Dream.

From my perspective, as a neurologist and classroom teacher with a goal of helping educators reduce the negative impact of standardized test pressure, I also wondered if U.S test pressure was influencing the frequency or age of onset of The Dream. Unfortunately, there has been evidence that such is the case as parents and teachers now report that children as young as first grade report disturbing dreams about disappointing their parents by doing poorly in school.

Not only is test pressure draining the joy from learning, robbing children of the sustained motivation of curiosity, and reducing the U.S. high school graduation rate to the lowest of any industrialized county, but when six-year-old children suffer even in their sleep, can we allow the toxic impact of test pressure to continue yet another year?

Ask your children about their dreams. Let's share our stories and use them to work with policy makers and end the nightmare test legacy of The Dream.

"Ask Dr. Judy" About Your Neuro-Education Topics

If there are topics about which would like to read more that relate to the neuroscience of learning and the brain—from my perspective as a neurologist, former classroom teacher, and current author and presenter about how the brain learns, please include your questions as blog responses with the heading of “Ask Dr Judy” questions. Although I will not be able to address specific individual questions regarding learning problems for individual children, I will try to take on the topics of highest concern and interest about the mind, the brain, and education.

My area of specialty is using the neuroscience research I read and my years of classroom experience and parenting to make suggestions that connect the research with ways to optimize education and parenting for all children to achieve the highest joyful potentials. I do not focus on individual conditions, such as autism ADHD , or dyslexia, as these deserve responses from sub-specialists. As this is a blog format, others may join in the conversation with their opinions and research that relates to the questions.

Judy Willis , M.D., is a board-certified neurologist and middle school teacher, specializing in classroom strategies derived from brain research.

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How to Write an Email for Missing Class

Missing a class can be stressful and disruptive, especially if you are a student who is trying to keep up with your coursework. If you need to miss a class, it is important to let your instructor know as soon as possible. In this article, we will teach you how to write an email for missing class.

Table of Contents

What to Do Before Writing an Email About Missing Class

Before you begin crafting your email, there are a few steps you should take to prepare. This will ensure you provide all the necessary information in your email and present it in the most effective way possible.

1. Review the Course Syllabus

Before you even start writing, it’s essential to review your course syllabus. The syllabus often contains information about the instructor’s policies on absences and missed work. Understanding these policies will help you address your absence correctly in the email.

2. Gather Relevant Information

Make sure you have all the relevant information ready. This includes:

• The date of the class you will be missing
• The name of the class
• The name and correct title of your instructor
• Any necessary details about your reason for absence

3. Decide on a Plan for Catching Up

Before writing your email, think about how you plan to catch up on the work you’ll be missing. This might mean asking a friend for notes, scheduling a meeting with the instructor, or reviewing online resources. Having a plan in place shows your instructor that you are proactive and take responsibility for your education.

4. Consider Your Tone and Language

Think about the tone and language you want to use in your email. Your email should be respectful, formal, and professional. Avoid using slang or informal language. Remember that this is a formal communication with an authority figure, not a casual conversation with a friend.

5. Prepare for Possible Outcomes

Finally, prepare yourself for possible outcomes. Depending on the reason for your absence and your instructor’s policies, they might not be able to provide you with the materials or help you expected. Be open to their suggestions and ready to take alternative steps if needed.

By following these steps before writing your email, you can ensure it is well-prepared, respectful, and effective.

Missing Class Email Template

Here’s an email template you can use right away:

Subject: Absence from [Date of Class] [Class Name]

Dear [Instructor’s Last Name],

I hope this email finds you well. I am writing to inform you that I will be unable to attend the [Class Name] class on [Date of Class].

I understand the importance of regular attendance and have reviewed the syllabus and attendance policy for the course. I regret that I will be missing this class and I wanted to make sure that I am keeping you informed.

The reason for my absence is [provide a brief explanation]. I would greatly appreciate it if you could send me any materials or assignments that will be covered in class on [Date of Class]. Additionally, I would be happy to schedule a meeting with you during your office hours to discuss any missed material or to make arrangements for making up the missed work.

Thank you for your understanding and I look forward to catching up on the missed class material.

Sincerely, [Your Name]

Read on to discover how to write each part of this email, and why it’s important.

What to Include in a Missing Class Email

Step 1: plan your email.

Before you start writing your email, it is important to have a clear plan in mind. A plan will help you to organize your thoughts and ensure that your email is concise and to the point. Include the following information.

• Date of the missed class
• Reason for missing the class
• Request for any missed material or assignments
• A plan for making up the missed work

Step 2: Reference the Syllabus and Attendance Policy

Next, review the syllabus and attendance policy for your course.

This will give you a clear understanding of the expectations and requirements for attendance and will help you make the email more effective.

In your message, mention that you have reviewed the syllabus and attendance policy, and that you are aware of the expectations and requirements for attendance.

For example, you could write: “I understand the importance of regular attendance and have reviewed the syllabus and attendance policy for the course.”

By referencing the syllabus and attendance policy, you are demonstrating that you are responsible and have taken the time to understand the course expectations.

This will show your instructor that you are committed to your education and are taking steps to ensure that you are able to keep up with the coursework.

Step 3: Write a Clear and Professional Subject Line

The subject line of your email is the first thing that your instructor will see, so it is important to make a good impression.

Write a clear and professional subject line that accurately reflects the content of your email. For example, “Absence from [Date of Class] [Class Name]” would be a suitable subject line.

Step 4: Address Your Instructor Appropriately

The tone and language of your email will depend on the relationship you have with your instructor.

If you are on a first-name basis with your instructor, you can use their first name in your email. However, if you are not sure how to address your instructor, it is always better to err on the side of formality and use their last name. Remember their title and any honorifics as well. For example, Dear Dr. Smith..

Step 5: Be Clear and Concise

When writing your email, it is important to be clear and concise. You should avoid using overly complex language and instead use simple and straightforward sentences. Your email should be easy to read and understand, so that your instructor can quickly grasp the main points.

Step 6: Offer a Solution

If you need to miss a class, it is important to offer a solution for making up the missed work.

This could be a request to meet with your instructor during office hours or to receive any missed material or assignments. By offering a solution, you are demonstrating that you are taking responsibility for your absence and are committed to making up the missed work.

Step 7: Proofread Your Email

Before sending your email, it is important to proofread it to make sure that there are no typos or grammatical errors. A well-written email will make a better impression and will help you to communicate your message effectively.

In conclusion, writing an email about missing a class can be a straightforward process if you follow these steps. By being clear, concise, and professional, you can effectively communicate your absence to your instructor and ensure that you are able to make up the missed work.

In conclusion, missing a class doesn’t have to be a stressful event if handled properly. This article has provided a comprehensive guide on how to navigate such a situation, emphasizing the importance of preparation, respect, and clear communication.

Key steps include reviewing the course syllabus, gathering relevant information, devising a catch-up plan, choosing appropriate language, and preparing for possible outcomes.

The provided email template is an excellent tool that can be adapted to most situations, serving as a professional and considerate way to inform your instructor about your absence. By following these guidelines, you not only show respect for your instructor’s time but also demonstrate your commitment and responsibility towards your education.

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