Grading. Grading. Grading.
The greatest frustration I have with teaching isn’t time management, or student interaction, or meetings, meetings, meetings. My greatest frustration is grading. I value giving feedback to every student on every assignment. I think the student feels more empowered to submit assignments when they realize these assignments don’t disappear into a digital void, but this drive to respond—to read and synthesize and respond—to every assignment makes me a little crazy in my brain sometimes. I find myself doing quick math, and I’m an English teacher. I am not a math teacher. It was a calculated decision to veer away from proofs and theorems. My equation goes a little like this every time:
So and so class has 20 students X the 2 assignments I haven’t graded yet X 5-10 minutes per assignment = my escaping sanity.
As much as I adjust my feedback and response style, I always return to this same obsessive feedback loop:
So and so many students X so and so many assignments X so and so many minutes = all the time I do not have.