If you look closely at the picture that accompanies this post, you’ll see a couple of things: first, you’ll see a pumpkin that a friend brought me as a housewarming gift. You’ll see my red teacher bag, most likely filled with stuff that I can’t quite ever clean out, and you’ll see that blue reusable bag teeming with student papers to be graded.
Two things remain constant in that picture: first, my teacher bag seems to always have the same contents: a couple of folders that catch stray papers, handouts I want to amend, something left on the copier I forgot to file away, a half-finished book of some genre. The blue bag is similar in its consistency as well: it always has some handful of papers from students that I’m in-the-progress of grading. ALWAYS.
Here’s what happens: I assign a paper for the week or two-week period, we write hard and, because the kids are honors kids, they all turn in their papers. On time. Maximum length. That’s probably about 25 papers on average, per class. I have equal parts exhilaration and dread when it’s paper turn-in day. I’m stoked that I’m going to get some relatively decently written papers and I’m reticent because I then have about 1 1/2 weeks to turn them around. I binder clip the papers by class, then put them into the blue bag to bring home with me. When I get home, though, the bag goes on the chair, my sweater usually atop that, and then I start doing other things (like, I don’t know, LIVING). The next morning, as I’m rushing to get out of the door, I look at the bag again, sitting in the exact place where I left it, taunting me. As I sit on the subway, I always have a brief, intense conversation with myself about whether I should just start grading, but then, I get selfish and remind myself that I’ve promised that, for the 40ish minutes that I’m on the train, I will read whatever I want to, because that is my right as a reader and that is what I need in my life.
The papers don’t get graded. Repeat this cycle for about a week, of carrying the papers to and from school, of not removing said papers from the bag, of dodging student comments about when those papers will be returned.
Mind you, I’ve become an even more efficient grader over the last three years. A former colleague taught me how to notice themes and write these brilliant writing notes that address issues, but, in order to craft those writing notes, you first have to…wait for it…read the papers.
Finally I reach a point–usually after I am made to feel guilty by a student who never asks any questions but, on this particular day was “just wondering” when we were going to get our papers back because they wanted to work on improving their writing and something about feedback (good one; they know that if they ever couch their requests in such a way as writers improving their craft, I’ll attempt to move heaven and earth to make it happen), I cave.
I stay at school, pull out the papers and grade, and grade, and grade. Or at least read them, make notes, and occasionally get blown away by kids who are coming into their own by learning to write a compelling argument. I lay the albatross down momentarily, at least for another week, when the cycle begins anew.