missing assignment reflection

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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No Points Off for Late Work

A look at how one teacher adjusted her policies to encourage learners to turn in quality assignments, even if they were late.

When I think back on my school experience, I distinctly remember attempting to finish homework a few minutes before class. They were frantic, heart-racing moments where I was scribbling illegibly. I wasn’t focused on doing good work—just trying to get words on paper so I could get some credit.

As a student, I knew I was being punished for procrastinating. As a teacher, I implemented a policy that I thought was kinder: I always welcomed work, but students lost points based on the number of days the assignment was late. I reasoned that I needed to prepare them for the real world of deadlines and consequences. It also seemed to be a clear-cut way to incentivize on-time work while allowing for wiggle room when students struggled.

Allow Nuance in Accepting and Assessing Student Work

Then, the pandemic hit, and nothing was clear-cut anymore. The pandemic showed that there had always been nuances in some student absences, but now it was on a much larger scale and complicated my policy. I also saw that when I discussed my students’ skills, my late policy made it difficult to see a student’s actual skill level if their grade reflected lateness, not a lack of understanding.

Dr. Jeff Judd, an education professor I work with at Leeward Community College, experienced similar challenges, noting that it was hard “to make viable statements about whether my students were actually learning anything. Does a failing grade mean that the student didn’t learn anything or that the student couldn’t manage their own time well ?”

A few colleagues, including Dr. Judd, shared a new approach: allowing students to receive full credit on their assignments, no matter how late, and including a grade focused on their organization and planning. This allowed teachers to grade students on the skills their assignments were assessing. Judd appreciated the clarity, saying, “I no longer had to evaluate or confirm excuses on why it was late because they could still score full credit. If a student completed the assignments but received zero points for “on-time”/planning and organization [multiple times], I could intervene and focus on organizational and time management strategies rather than academic ones.”

Shift Your Late Policy to Encourage Quality Work

I was hesitant at first. The concept was outside my comfort zone. Then, I realized that my comfort zone was largely dictated by my own K–12 education experiences. I wanted to spare my students those frantic, heart-racing moments scribbling down words and instead try to get quality work.

So, this quarter, I informed students that I would no longer take off points for late assignments and they would also receive a separate “organization, planning, and preparedness” (“OPP”) grade in connection with each submitted assignment. The score was averaged into their overall class grade and used a rubric based on a percentage of late and missing assignments and student reflections so they could improve in the future.

Ultimately, my students and I both appreciated the change. It was more straightforward than my previous late policy. Instead of navigating excuses and calculating points to take off, I noted the assignment as “late,” knowing that I could consider it in the aggregate at the end of the quarter. This freed me up to provide more meaningful feedback to my students on the actual skills I was assessing with the assignment. 

A few weeks before the end of the quarter, I shared their current OPP grade based on their present work, so they had time to raise that grade if they had been struggling or ask questions if there was a discrepancy. At the end of the quarter, I was able to quickly calculate what percentage of assignments were late and only needed to investigate if it drastically changed a student’s grade, so I could provide a comment to students and families about why and how the grade was affected.

Students said the change allowed them to turn in their best work. One student shared that the policy “motivates students who haven’t planned and prepared for class to be more prepared and… to be the best version of themselves.” Another shared that “it allowed us to not rush our work to turn in things. Although it’s important to turn in homework on time, I believe it is more important to submit work that [shows] your best abilities.”

Additionally, my students shared that it made them feel more valued. “[The new grading system] reflects more of an overall student contribution,” one reflected. “Taking off points for each assignment turned in late almost defeated the whole purpose of the assignment.” Another felt that “[I] should keep doing it because it assesses us as a whole.”

Set Boundaries so You Can Submit Grades on Time  

While I was initially worried about getting a flood of work at the end of the quarter, I actually didn’t experience that. My mid-quarter check-in encouraged many students who had numerous late assignments to turn them in then. I also set a deadline for all work that gave me adequate time to grade work before I had to submit final grades to my school. This helped set boundaries so I could still assess work while giving students as much time as possible.

I’m glad I went outside my comfort zone to try this new style of grading. I’ve also appreciated learning from the work of other colleagues making similar changes, like Matthew R. Kay’s fantastic student-led reflective rubric for projects , which I want to incorporate into my classroom. In doing this, I’ve now reframed my classroom—not just to focus on assessing skills instead of timeliness, but also to worry less about punishing procrastination and instead find ways to look at my students in a more holistic way.

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4 strategies to get those missing assignments turned in

Published: May 13, 2022

As we get closer and closer to the end of the school year, it happens as reliably as the changing of the seasons—students notice the late, missing, or forgotten assignments that might have a real impact on their grade.

Sound familiar?

Most teachers spend too much valuable time toward the end of the school year reminding students about their missing assignments. This process doesn’t have to be time-consuming or painful though.

Here are 3 simple and repeatable tips to help classroom teachers encourage students to—finally—submit those late, missing, or forgotten assignments.

1. Help students manage their own assignment completion

There’s no better way to promote accountability than to help students to keep track of and manage their own assignments list. LMS tools like Schoology or Google Classroom make the process easier than ever before.

With clear assignment instructions and due dates, every student can log into their LMS and see a clean list of which assignments have been turned in, and which are still outstanding—even if they miss a class!

2. Get parents, families, and caregivers on board to help keep students on track

One of the best ways to keep students from getting too far behind is to recruit the champions they have outside school. When parents and guardians are kept in the loop about the assignments that are upcoming—along with expectations and due dates—they can help students avoid missing assignments well before the due date.

Keeping parents and guardians aware when assignments become late or get entered as missing increases the likelihood that assignment will get completed too. The Parent/Guardian Portal in Schoolytics gives parents and guardians easy access to student assignments in each of their classes. There are even reminders you can automate when an assignment is late or counted missing.

3. Send automated reminders when assignments are past due

You know what they say about an ounce of prevention…

Setting up a Schoolytics account and syncing it with your Google Classroom ( remember: it’s free to sign up! ) lets teachers set up an automated report of late or missing assignments. You never have to click into each Classroom for assignment details!

You can even set up automatic reports for late or missing assignments—Friday late work roundup anyone? And now you can send a bulk reminder to every student with a link to their missing work.

4. Try a new communication method

Each generation of students is more online than the last, and Gen Z is spending most of its time on video-forward platforms like YouTube and TikTok. As teachers, we can either fight this reality or lean into it in our communication with students.

The good news is that the rise of online video has coincided with the advent of easy-to-use video creation tools, making it easier than ever to create engaging videos for free. Tools like Veed are great for trimming videos and testing your webcam to ensure you get the perfect take to keep students engaged and on top of their assignments.

In conclusion...

These interventions make it quick and simple to keep students on track for assignment completion. And they reduce the headache for teachers to have to manage chasing down late or missing assignments.

Have any other tips for helping keep late and missing assignments under control? Let us know on Twitter at @Schoolytics

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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.

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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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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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Nowadays, one of the most frequently asked questions at the high school, college, and university levels is how to write a reflection paper. You might be thinking, ‘Is it similar to the fundamental essay writing that students learn at the elementary and junior high school level?’ Yes, it is. However, the senior reflection essay and semester reflection essay are specifically designed for high-level students.

According to the Gibbs reflective cycle, this type of academic writing lets students reflect on their experiences, growth, and learning as they progress through their academic journey.

However, many students often struggle with expressing their thoughts and opinions on a given subject. Therefore, in this particular topic, we will reflect upon the challenges that some of our previous students encountered while writing a reflection paper during their last semester of graduation. The aim is to address each challenge and provide solutions on how to overcome them while adhering to the standard format and structure.

Table :  Changes in Student Grades and Missing Assignments After Implementation of Self Reflection.

Source: Sage Journals

Table of Contents

What is a Final Reflection Essay?

Reflective writing is a form of  academic writing  that helps you learn and grow as a writer, thinker, and person. It explores the writer’s personal opinion or experience, thoughts, and emotions.

And involves introspection and critical analysis of one’s own experience.Reflective writing can be done in many different ways and purposes.

In an academic setting, this type of writing is used in essays, journals, or portfolios where individuals are asked to reflect on their learning experiences or professional development critically.

However, learning how to write a reflection paper is also valuable for personal growth, self-expression, and a deeper understanding of oneself and the world around them.

Challenges of Writing the Senior Reflection Essay

What’s the purpose of writing a essay reflection.

The purpose of writing final reflection essay is to help stimulate self-reflection, introspection, and the unfolding of one’s perceptions and beliefs.

Reflecting writing goes beyond just describing or writing the literature it goes into depth about how an experience influences someone’s thoughts and emotions.

Writing the paper of reflection is itself an opportunity to introspect and assess your experience to bring personal improvements. 

💡 Feel Free to Mold As Per Your Assignment of High School Reflection Essay

There are various types of reflective writing and which form you will adopt is entirely subject to the goals and objectives of your assignment. The professor or mentor can ask you to come up with a particular experience in your life or any special moments of the class while learning how to write a reflection paper.

In addition to this, there may be a case of asking you to  write a paper  on any topic or the ideas that you sometimes discussed with your teacher or fellow.

In a nutshell, whatever the topic and assignment you will work on, just remember these tips. 

• Be clear about what type of reflective writing you’re doing—you might need to explain what kind of reflection you’re doing at the start of your paper (e.g., personal reflection vs. academic reflection).
• Define terms—if there are words or concepts that are unfamiliar to readers (or yourself), define them before using them later in the paper so they have

Types of Senior Essay of Reflection and Writing

There are three major types senior reflection essay : personal reflective essays, educational reflections, and professional reflections.

Personal Reflective Writing

Explores the writer’s own experiences, thoughts, and emotions. Personal reflection is often used as a tool for self-improvement or self-exploration. 

Educators often use it to help students reflect on their learning experiences to improve them in the future.

💡 Example for Your Convenience

A student might use personal reflection after reading about the Civil War era to explore what they learned about that period. A teacher could use this type of writing to assess student understanding after reading a chapter in their textbook or participating in an activity during class time.

Educational Reflective Paper 

Educational reflection focuses on learning experiences like courses, assignments, or projects. These papers are typically written by high school or college students reflecting on what they’ve learned during an academic course or class project. 

Teachers can also use educational reflection as part of a course evaluation process by asking students specific questions related to each course component (i.e., classroom activities) and then having them answer those questions using.

Professional Reflective Writing

Professional reflection involves reflecting on work experiences, internships, or professional development activities. 

These papers are typically written by professionals who have been working in their field for some time and are sharing their thoughts about how they learned certain skills or techniques while doing their job. 

How to Write a Reflection Paper with Proper Outline?

When it comes to writing the semester reflection essay, most teachers tend to give “total freedom” to their students. But this sudden abundance of freedom can lead to massive confusion and late submissions. 

Most of the time, teachers leave it entirely to the students to write their reflective papers. But this abrupt abundance of freedom often confuses them. And instead of easing their way into writing, they are left wondering where to start and how to write a reflection paper. 

When engaging in reflective writing, we should adhere to a similar structure as other forms of academic writing, ensuring our content remains within the boundaries of academic discourse.

To combat this issue, the  expert essay writers  have developed an easy prompt that will help you with outlining your paper. So let’s get straight to it. 

Introduction of Final Reflective Essay

The introduction of a final reflection essay is quite similar to introductions in other academic writings. It includes important elements like providing background information, stating the main idea (thesis), and capturing the reader’s attention with a hook or interesting opening.

To make it easier to understand, think of the introduction as the beginning of your paper, where you introduce the topic and grab the reader’s interest. 

You also share some background information to set the stage for what you’ll be reflecting upon. Finally, you present your main idea or argument, which is a roadmap for the rest of your paper. 

So, remember, the introduction is like the opening chapter of your reflective paper. It sets the scene, captures attention, and tells the reader what you’ll discuss.

Body Paragraphs 

Body paragraphs are the muscle of any academic paper because they serve as the supporting framework for your ideas and experiences. You must keep in mind while you learn how to write a reflection paper that the body of a reflective paper provides the key points that contribute to your overall assessment.

• It helps in describing the experience or the article of writing
• Your emotional or cognitive response to it
• Your critical analysis
• The lesson you might have learned due to the phenomenon you’re writing about
• Your application and the relevance of your experience

How you tackle your body paragraph of a high school reflection essay can make or break your reflective writing. While writing the main section of your paper, ways to connect all the paragraphs.

You must use transitional words and a topic sentence for each paragraph. The number of paragraphs you’re to write depends on the required  length of the research paper  you are writing about. 

Conclusions are important for almost all academic writing pieces as they allow you to tie all loose ends and reinforce your ideas.

Now, most of you must be thinking, “Do we need to reinforce our opinions on our readers when we are going through how to write a reflection paper?” The answer is “No”; we don’t necessarily need to impose our opinion.

But writing an impacting conclusion of a semester reflection essay that makes your reader consider your opinion on a topic is crucial.

Do Reflective Papers Have Citations? 

There is a common misconception that reflective papers do not require citations, but this belief can be misleading. It is important to remember that while reflective writing allows for personal opinions, it still follows the framework and standards of academic writing.

In academic writing,  citing a paper  is not only appreciated but often required. Therefore, referencing your reflective paper adds to its credibility and reliability.

For example:

A prevalent form of reflective writing among students involves referencing the context of their experiences.

How to Format your Semester Reflection Essay?

When writing a final reflection essay, there is typically no strict format. What matters the most is your comfort and expression. 

It is best to write freely without feeling restricted. However, too much freedom can sometimes confuse people. If a reflection paper is assigned to you, the format will usually depend on the criteria set by your professor.

For college reflection papers, also known as high school reflection essay, the length typically ranges from 500 to 1000 words.

In terms of a common senior reflection essay Format, here are some guidelines to consider when we are discussing how to write a reflection paper:

• Double-space the entire paper or text,  leaving a blank line between each line  of writing.
• Indent the  first word of each paragraph , which means starting each new paragraph  slightly inward from the left margin .
• Use a  one-inch margin  on all sides of the paper.
• Choose  “Times New Roman” with a 12-point font , which means the letters are medium size.

💡  Remember, these formatting guidelines generated by  ai essay writer  provide a cohesive and organized structure for your reflection paper, making it easier for readers to follow. It ensures that your paper looks neat and professional.

How to Write a Reflection Paper? Tips Based Steps

Now, let’s jump into the final reflection essay part and learn 9 simple yet powerful steps for writing the reflection paper. So, without further ado, let’s get straight into it.

Analyze the Material

• Play the role of Examiner:  Examine the overall thesis statement and overall content structure.
• Establish Your Perspective:  After you have done your due diligence, now take a clear stance or position.
• Formulate Important Questions:  Look for the loopholes and limitations in the content and develop key questions surrounding the main theme.

Make Connections

• Develop connection:  Find out the ways how you can link your life experience and opinions to the entire content.
• Connect the Dots:  Organize your thoughts while identifying similar patterns and concepts.
• Extract Valuable Insights:  Go into the details to reveal the profound interpretation of the connections.

Understand and Summarize

• Revision and Synthesize:  Highlight the important points and ideas.
• Formulate the Outline:  Make a proper outline to follow for the entire writing.
• Differentiate the content:  Adopt the dynamic strategies depending upon the content. 

Select a Theme

• Define Your Approach:  Pinpoint the crux of your high school reflection essay that sees eye to eye with your experience.
• Divide the Theme:  Make sections and subsections of your main theme and then do an in-depth exploration of each part to illuminate your reflection.
• Visualize:  Craft a clear yet simple narrative by using your main theme. 

Brainstorm Ideas and Experiences

• Let the Ideas Come in:  Make use of the online thesis statement generator  in case you are stuck with some novel ideas concerning your thesis statement.
• Do Note Taking:  Write down the personal experiences that somehow relate to the content at hand.
• Evoke Your Motivation:  Take motivation from experience and thoughts to bring creativity and intrigue in your reflection. 

Craft an Introduction

• Hook the Reader:  Open the sentence with some catchy and attention-grabbing words.
• Make the Context:  Provide brief background data related to your topic that make a context.
• Define Your Thesis Statement:  Use simple and clear words to highlight your main points of reflection. 

Write the Body

• Analyze Key Ideas:  Formulate the crucial part of your reflection paper.
• Use Examples:  Link relevant examples and stories that are most specific.
• Navigate the Reader:  Create imagination and walk your readers through your thoughts and experiences.

Conclude Effectively

• Close with Powerful Thoughts:  Restate your main arguments and ideas to reinforce in the reader’s mind.
• Signify the Importance:  Use strong words and language to showcase how your experiences and reflections influence your personal development.
• Leave the Readers with a Strong Impression:  Leave the readers with thought-provoking questions, words, or any statements that mark a lasting impression on their minds.

Proofread and Edit

• Proofread, Edit, and Improve:  Seek feedback from fellows, proofread, and revise to rectify grammatical and technical mistakes.
• Remove Redundancy:  Declutter your paper by removing the irrelevant and unnecessary content.
• Bring Perfection:  After you are finished with proofreading and redundant data, have a bird’s eye view of your content once to bring it to the perfect.

In conclusion, we are sure that our detailed guide on how to write a reflection paper has covered all of your questions. We have discussed all the ins and outs of reflection paper writing such as meaning, types, mind-mapping steps, etc. If you are still finding yourself struggling to come up with your reflective research paper writing service, don’t hesitate to contact us now. We will take care of everything for you!

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• Students Forgetting Their Homework Try This Behavior Reflection Approach

Students Forgetting Their Homework? Try This Behavior Reflection Approach

If a student forgets his or her homework, a teacher may have the student stay in at recess or during study hall, do the missing work, and fill out a behavior reflection form . This form is designed to have students think about what they did, why it was inappropriate, and how to avoid this behavior next time. They need to answer in complete sentences and thoughtfully. This form is then taken home that evening, signed by the student’s parents, and brought back to school the next day. It is a great way to keep parents informed of late work and a great way to keep the student on track of his or her responsibilities.

This form is only effective for those students who forget occasionally. For the repeat offender, other measures will have to be taken to better help him or her remember. Also, the reflection form is general enough that it can also be used for other situations, such as a social problem that occurred that day in school. Filling out a sample reflection form together, as a whole class, would be a good way to model what is expected of the students.

If the teacher does not have a study hall, consider getting some teachers in the same grade level to give up one lunch period to sit for study hall. Study hall duty would be on a rotating basis. The more teachers involved, the fewer lunches missed per teacher. If this is not possible, the student should stay in from recess to fill out the reflection form and do the missing work. Tip: The teacher may want to have a spot on a bulletin board or whiteboard for those students who are to go to study hall that day. This will also serve as a reminder to the teacher and the students that they have a reflection form that needs to be signed. It is recommended that student numbers rather than names are used on this board to avoid embarrassment.

2 thoughts on “Students Forgetting Their Homework? Try This Behavior Reflection Approach”

Comment via Twitter:

@reallyjustagame I use a reflection form for all behavior issues. I believe it works well. It is a program called think time.

@peacefulday Use sparingly. School is already miserable enough for those who don’t do homework.

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Missing Assignment Sheet

• Missing Assignment Form

A Missing Assignment Sheet is typically used by teachers to keep track of any assignments that students have not completed or turned in . It helps teachers to identify and address missing assignments, and to communicate with students and parents about their academic progress .

The missing assignment sheet is typically filed by the teacher or instructor.

Q: What is a Missing Assignment Sheet?A: A Missing Assignment Sheet is a document used to keep track of any missing assignments for a student.

Q: Why is a Missing Assignment Sheet useful?A: A Missing Assignment Sheet is useful because it helps students and teachers keep track of any outstanding assignments that have not been turned in.

Q: How does a Missing Assignment Sheet work?A: A Missing Assignment Sheet typically lists the assignment, the date it was due, and a space to mark whether it has been turned in or is still outstanding.

Q: Who uses a Missing Assignment Sheet?A: Teachers and students both use a Missing Assignment Sheet to keep track of missing assignments.

Download Missing Assignment Sheet

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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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FREE Missing Assignments Note

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California Civil Code areas 945 and 945.5, characterize how such assignments happen, and different rules demonstrate the "first on schedule, first in right" guideline. how to write a reflection paper

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Managing missing assignments in the elementary classroom requires effective strategies. While tools like the Free Missing Assignment Note can aid in tracking incomplete work, it's crucial to address the root causes. Teachers can provide support and guidance to students, ensuring they understand the importance of completing assignments on time. However, when it comes to academic tasks at higher levels, seeking assistance from a reliable management essay writing service can be a helpful option for students to excel in their studies while learning essential management skills.

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MISSED exam/assignment & need makeup (PROF advice)

GUIDE to talking to your professor about missing an assignment or exam

As a former professor, with over a decade of experience, I am going to share with you exactly what I would have wanted to hear from my students when they missed an exam or assignment.

And it’s probably not what you would think either.

Then I will let you know how often I would let students makeup a missing assignment or exam so you get a better understanding of your chances.

Finally, I will give you an email template of what to say to your professor when you miss an assignment or exam to help get you a second chance to complete it.

What does it mean to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, this means that the student missed the exam or failed to turn in the assignment. And the student received a zero because they were not present to complete it or failed to turn it in before the deadline.

The professor would give the student an opportunity to complete the exam or assignment and turn it in after the deadline. The grade would replace the missing grade you have because you couldn’t take the exam or didn’t complete the assignment.

It is important to understand the difference between a makeup exam and retaking an exam because these are treated differently by your professors. While some professors may allow a makeup exam, they might not allow students to retake exams.

What is an excuse to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, they want another chance to take it and earn a grade for the assignment. There are some excuses for missing an exam or assignment but it will vary based on the institution and the professor. Some of the excuses to MAKEUP a missed exam or assignment include :

Documented medical issues

Hospitalization

Student related activity

Religious holy days

Funeral of immediate relative

Military duty

Disability accommodations

Internet connection or technical issue (if online)

While I listed some reasons why your professor may allow you to makeup an exam or assignment, I will now tell you some reasons why your professor might NOT allow you to complete a makeup exam or assignment. Keep in mind that your professor may still allow you to complete it late regardless of your excuse.

Some of those reasons may include :

Forgot about it

Studied for another class

Busy with work

Car trouble

Wasn’t prepared

From reviewing the excuses above, you can tell that some of them are more important than others. For example, if you have a valid and documented reason to miss an assignment, then your professor is more likely to allow a makeup opportunity compared to excuses about your unprepardness.

And if you contacted them BEFORE you missed the assignment, you may get to make it up compared to students who reach out to their professors days or even weeks after the missed assignment or exam.

But if you were just unprepared and didn’t take the class seriously, they probably won’t give you another chance to do the assignment late.

One question you should ask yourself is if you didn’t complete the assignment because you were unprepared or unorganized, you may not be entitled to makeup the assignment. But if something traumatic or unavoidable happened, you may get to make it up.

Can you makeup an exam or assignment in college?

College students may be able to makeup an exam or assignment if their professor allows students to have a second chance. It will depend on the student’s excuse and if they have documentation. It will also depend on the professor’s policy.

Some professors are much more lenient when it comes to makeup assignments, while others have strict policies and won’t budge.

Usually there isn’t a university wide policy regarding missed assignments so your professor has a lot of discretion . Professors usually have the ability to let students makeup assignments. While it is not a guarantee, it is something that happens in college.

You won’t know if you can makeup the assignment if you don’t ask. And there is no harm in asking.

As a former professor, I allowed my students an opportunity to makeup an exam or assignment about 10% of the time. This would depend on my particular late policy I had that semester and the student’s excuse.

One time, there was a natural disaster and students couldn’t get online because the internet was completely down. The students really needed to access their online textbook to study. So, those students who were effected by the natural disaster were given an opportunity to complete it late.

Should you ask your professor to makeup an exam or assignment?

If you have a valid excuse, and talk to your professor early, you should ask your professor if you can makeup an assignment to replace the zero you received.

However, I think that anyone who cares about their course grade should ask their professor for a makeup opportunity. Because this zero will effect your overall grade and you never know what your professor will say.

They might allow you to make it up and you wouldn’t know because you didn’t ask. So, regardless if you have a decent excuse, you should still ask because you might be surprised by their answer.

If they say no, oh well. Nothing is lost. But if they say yes, you have a lot to gain by the second chance you’ve been given.

How to talk to your professor about missing an exam or assignment?

Do it quickly.

Go in person.

Explain your circumstances.

Bring documentation.

You don’t want to wait and talk to your professor about making up an assignment weeks after it was due. After so much time has passed, your professor isn’t going to let you complete it late.

However, if you go soon after the assignment was due or the exam date passed, your professor is more likely to give you have a second chance.

I want to mention that you aren’t required to provide medical documentation to your professor , at least not directly. I wouldn’t want to share my personal medical information with my professor. Now, if it’s just a doctor’s note excusing you from the class, that’s one thing, but if it’s your hospital discharge papers, that’s too personal.

If you have this documentation, you might need to talk to someone in the accommodation’s office to see if you can get some reasonable accommodations for your medical issues.

Just let your professor know that you are working on this process to keep them in the loop. I guess this process could be different depending on what country you live in and if you are at a private or public university.

You may want to try and get an EXTENSION on your assignment r ather than missing it and making it up. So, if you see a deadline for an assignment, and you are worried you cannot complete it, you should talk to your professor about getting an extension first.

But if you already missed the exam or assignment, that won’t help you. I will tell you what I wish my students would have said to me when they missed an assignment.

BEFORE you ask for a second chance, please review your professor’s syllabus. Sometimes students would email me about a missed assignment, but I had to explain to them that they could still complete it late for a penalty. They would have known that if they read the syllabus before sending me an email.

I think it’s important to look at your syllabus first because you might be able to turn it in or complete it late RIGHT NOW. And if you take the time to email your professor, it will cause delay. You may miss a deadline for a second chance because you are waiting on an email from your professor.

So, it’s really important to understand what your professor’s policies are in regards to late assignments or missed exams.

What to tell your professor when you miss an assignment

If you miss an exam or assignment in college, you need to talk to your professor immediately. Explain why you missed it. If you have documentation, provide it.

And then tell them that you want the opportunity to complete it late.

You can let them know you would even be willing to complete it for a late penalty.

I need to tell you that you should be honest in your communication to your professor. I don’t want you to simply copy and paste my example, but edit it to fit your needs. I am just sharing with you an example of what I would have liked to hear from my former students.

You should tell your professor the TRUTH when you are asking to makeup something in their course .

Email template to professor for missed exam

Here is an example of what I would have loved to have heard from my students when they missed an assignment.

Dear Professor, I missed our last exam because I was attending my grandfather’s funeral. I have a link to his obituary at the bottom of this email for verification. I was spending time with my family and grieving the loss of my closest grandfather when I missed our latest exam. The funeral was in another state so I had travel arrangements too. I would have sent an email earlier but I was in a frenzy. I would love the opportunity to complete the exam. If I don’t get to complete this exam, I worry that the zero I received will really hurt my overall grade in this course and this does not reflect my knowledge of the subject. By completing the exam, I will be learning the material better by studying. And the exam grade will let me know if I am on track and I can see my progress in the course. While I am concerned about the zero I received, I am more concerned about missing the opportunity to monitor my progress in this course to understand if I am missing important concepts. When I study for the exam, I will learn more of the class material. This will help me in the future. I am willing to take the exam at the most convenient time for you and with a penalty, if necessary. I would also be willing to take a modified version of the exam, if necessary. Thank you.

Look, you are really trying to let them know that the missing assignment is only half of your concern but your biggest concern is how missing the exam hurts your progress in the course.

Think about it for a second. If you don’t study and prepare for the exam, that is valuable information your will never learn. And if you want to complete an assignment late, the feedback that you get from your professor is critical to your college education.

How can you tell how well you are doing in the class if you don’t get to complete the assignments? Your professor will be glad that you are worried about this more than a grade.

But remember, if you don’t really care either way, you shouldn’t pretend. Just tell them the truth. This is just what I would have wanted to hear.

Can you makeup a final exam in college?

Since college final exams are at the end of the semester, students won’t typically be allowed an opportunity to makeup a final exam.

When I was a professor, we had to enter grades within a day or two after the final exam. This means that there was not an opportunity to allow students a chance to makeup the exam. There wouldn’t be enough time for them to take it before the college wanted grades submitted to them.

So, while you can ask if you can makeup a final exam, just know that there may be little your professor can do if they already submitted grades. Plus, a lot of professors may not even be on campus after the final exam so they won’t have the ability to let you make it up anyway.

What to do if you miss an exam or assignment in college?

If you miss an exam or assignment in college, you need to talk to your professor immediately. I recommend going to your professor in person because it makes it more personable. Let them know your circumstances, and ask them if you can makeup the assignment.

You should be prepared for them to say no. If they say no, and you are not given a second chance, you should ask them how your overall grade will be effected.

Sometimes a zero for an assignment could cause you to fail the class or make a really bad grade. You might be better off withdrawing from the course, if necessary. And if you are failing because of this grade , you should talk to your professor about failing instead.

This is something that your professor can answer for you. I wouldn’t do anything until you talk to your professor.

You will need to get back on track in the course to make up for this zero if you have a chance to pass.

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Conclusions:

Based on the data that I collected, I am not able to support my claim that increasing relevance improves the quantity of student work that is submitted for grading. Based on analysis of the data I collected related specifically to the percentage of missing assignments, I found instead that the percentage of missing in-class work assignments increased following the implementation of my action plan.

However, while I did not have the impact that I wanted to on missing work, I did find evidence to support the other parts of my claim. Part of my claim was that increasing student's perception of relevance would increase student participation. Based on video evidence and analysis of the data, I am able to say that the usage of phenomenon-based learning and real-world connections did lead to an overall increase in student on-taskedness during class time as the unit progressed and the connections between students' science education and lives became more visible. Furthermore, I claimed that by completing, turning in, and receiving feedback on classwork, students will be able to develop a deeper understanding of concepts covered in class as well as the bigger ideas of the units . While I am unable to tie in-class work and understanding together, I did find that as we completed more relevance activities, student understanding of the concepts covered in the class improved as well.

Data Limitations:

My data comes with multiple possible limitations that must be considered within this evaluation.

• The study was done on a compressed time frame compared to the original plan. This compression resulted in a minimization of the data that I was able to collect, resulting in fewer data points. Currently, in my data for missing work, I noticed a downward trend in the percentage of missing work that students had as we progressed through the unit, however I was unable to compare end of unit to end of unit data as I had hoped.
• Missing assignment data may be skewed even as percentages because the first check-point used had 36 assignments as the divisor, the second had 13 as the divisor and the final had 22 as the divisor. Due to the different divisors, the percentage may be skewed because as 1 assignment out of 13 missing has a greater impact on the percentage than 1 out of 36.
• Not every student completed the survey every time. This became like another missing assignment for some students as they wouldn't make it up even when reminded. This may be due to the fact that this relied on technology and students were asked to use their phones or other device with internet access to complete.

Reflection:

While I was conducting my research, there were not many changes that I made to my plan or implementation except to adjust the quantity of data that was collected due to the time frame I ended up having to complete the research project. I believed at the time that I had a good understanding of the challenge I was facing and methods that I could use to solve it. Unfortunately, the methodology that I decided upon based on my hypothesis did not resolve the challenge.

If I were to pursue this project again in the future, there are a few things that I would want to change.

• As I now believe that the in-class work expectations need to be clearly stated to students, I would do this as a part of the norm/rule setting activities.
• I would analyze the surveys to find the most frequent responses. I would then go through and mark all surveys that had these on them.
• If there were surveys left following this, I would analyze these to determine what these specific students noted as factors.
• I would then present these reasons to the class and utilize a discussion-based activity for students to discuss ways that we could correct these reasons and why these reasons are important and should be considered by the teacher as relevant reasons why
• I would then allow students to help develop a system based on their needs for increasing in-class work, giving students the opportunity to have agency in the decision-making process.
• I would still collect data about missing assignments and student perceptions about how much work they had missing
• I would conduct recorded 2-part interviews with students that would be 1) me explaining to the student what work they are missing and 2) the student explaining why missing assignments were missing (i.e. I am afraid of taking tests or I didn't know it was missing ). I would analyze this throughout the project to determine any trends in student reasons that perhaps weren't initially brought forward as reasons. I could also use this to determine if there is a trend in the students.
• I would use the grade book not only to keep track of missing work but also to perform analysis of the types of in-class assignments that students weren't completing (i.e. quizzes, group work, individual work, notes, etc. ). This would allow me to determine as well if a certain type of assignment were being skipped at a higher frequency than others.
• I would use video and grade book data in conjunction to determine if there was a specific reason for why a certain assignment type was skipped over.
• I would like to collect data throughout the whole school year and compile a product that included more allowing me to analyze more long-term effects.
• I would like to also find another teacher or other teachers that would be willing to mirror the project in their classroom as well so that there can be comparative data analysis between different classrooms. This could help determine if the plan could have similar results in other science classrooms or cross-curricular.

Overall, while I did not get the results I was hoping for, I do believe that I learned something through the completion of this project that will be able to help me in classrooms down the road. The reasoning for this is that the project did show a solution for a different challenge that I have faced this year. This challenge was the lack of student enjoyment of what we were covering in our biology class. Throughout the year, I have often had student tell me they just don't find it interesting or they don't see the point in learning the material. Based on the data I collected, I do believe that phenomenon-based learning increases student enjoyment and understanding of scientific concepts. There were many days where my students came in and wanted to know right away what we were going to do to solve the mystery of Sienna and Sierra. Still others stayed after class offering me their hypotheses and theories for what they thought hoping I would give them answers or tell them that they were correct. I saw an increase in the enjoyment and possibly engagement within my classroom by using a phenomenon-based unit and having students connect their learning to the real-world. While the phenomenon that are used within the classroom may have to change to meet the needs of the students from year to year, I believe that this methodology can consistently increase enjoyment of learning by increasing relevance.

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Missing Assignment and Grade Check Forms for Google Drive and PDF

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Missed Assignments Tracker - FILLABLE FORM

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Classroom Management Form for Missing Student Work - Tracking Assignments Form

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Missing Work Form - Documenting Missing Assignments for Student and Teacher

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Responsibility Report - missing assignment form

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MIssing Assignment Form 1/2 sheets

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EDITABLE Late work ticket form online digital assignment Missing work resource

Late Assignment / Missing Assignment Form

Missing Assignment Form *Editable*

Missing Assignment Google Form for Middle School

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Missing Assignment /Homework Form

Missing Assignment Form for Classroom Management

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