Tips Archive » Getting Organized » Paperwork

• Inservice Records (1 tip)
• Conserving/Sharing Resources (5 tips)
• Helping Students Stay Organized (16 tips)
• Distributing Papers (5 tips)
• Keeping Track of Absentees (4 tips)
• Collecting Papers (6 tips)
• Keeping Track of Portfolios (4 tips)
• Sanity Savers (14 tips)
• Homework Solutions (29 tips)
• The Organized Classroom (7 tips)

Inservice Records

Keeping Track of Inservice Paperwork

From Kim Gillies, a second grade teacher at Big Spring Lake Elementary School in Albertville, Alabama:

"To curb frustration at the end of the school year when I have to record all the inservice hours I've accumulated through the year, I tried something that seems to be working. I took a three-ring binder, labeled it 'Workshops for School Year 19__ - 19__.' I take this binder to every workshop or inservice training that I attend and make sure I document the title, date, presenter, location and hours. I keep paper in the binder for note-taking. I also take handouts from workshops, punch holes in them and keep them in the binder. Now, instead of frantically searching for all those certificates, I have everything I need in one notebook."

Conserving/Sharing Resources

The Flip Chart Trick

From Janis Highley, a first and second grade teacher in Battle Ground, Washington:

"Turn any old notebook inside out, make a base out of cardboard to fit and attach it with duct tape. Flip charts have a million uses. I use mine to tell whose turn it is to use the computer, who gets to sit on the couch, whose turn it is for Show and Tell, etc. I also use flip charts to keep a running list of story starters for those who can't think of anything to write. I discovered this in a catalogue. Flip charts were selling for $25 and I noticed they're only notebooks turned inside out with a base on them. Teachers are too smart for that!"

Secret Test Number Codes

From Scott Truelove, a business teacher at Hilltop High School in West Unity, Ohio:

"When I copy my tests, I number them according to the student number given in my grade book by the publisher. This way, I know which student has which test at the end of the period. I use less copy paper and ink as I only copy about twenty sheets rather than sixty or more. I can easily post the grades outside of the classroom by their test number code. By doing this, the students don't know everyone else's grade. Only the student who has that test number knows how well they did."

Saving Paper

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"To save on paper use, I do the following:

• I laminate pretty laser papers and papers that I embellish with stickers, punches, stamps, computer clip art. I post messages on these papers, using markers which will erase so the papers can be reused.
• I use backs of paper for short notes and quizzes.
• I copy enough tests for one class and have students write answers on their own piece of paper.
• I laminate chore charts with my students' names so that when the student needs reminding about an assignment, I write it on the laminated chore chart with a marker that erases.
• Eventually all students will have E-mail addresses at home and at school and will be able to access anything I send them (absentee assignment or praise notes etc.).
• I tape a copy of each handout on the wall. Students who lose papers can copy the handout by hand or borrow it and pay 25 cents for the office to copy it.
• For some assignments, I design computer templates. The student completes the work and saves it in the correct folder, while practicing computer skills. We do not print it. While the student is watching, I evaluate the work on the computer.
• I have students peer-edit each other's work before printing it.
• I use transparencies whenever possible, rather than copying lots of handouts for students."

Morning Message

From Diane L. Postman, a kindergarten teacher at Poquoson Primary School in Poquoson, Virginia:

"Many teachers write a daily morning message for their students. Though I find it a wonderful teaching tool, I was concerned about wasting paper (and the cost) so I laminated five sheets of chart paper. I write my daily message on these sheets using markers that will erase. I have a variety of colors so I can use a different color to emphasize letters or words that I want to focus on. Sometimes I allow my kids to fill in missing words or circle words that they can read. They LOVE being given the pen to write with! Because I have five I can do a week's worth of letters and at the end of the week I just wipe them off using a damp sponge. When doing this be sure to wear rubber gloves or your hands will end up being the colors of your pens!"

Two Classes in Same Desks

From Carla Morgan, a first grade and English as a second language teacher in San Luis, Arizona:

"I team teach two first grade classes, which means that throughout the day, I have two students sharing the same desks. I color code everything. The morning class is marked with red and the afternoon with blue. Each student has a folder in her/his desk to keep work in progress. If a student does not have time to finish, he/she saves it in the folder for later. If someone finishes early, he/she looks in the folder for unfinished work."

Helping Students Stay Organized

Stapled Friday Folders

From Carol Meyer, a seventh and eighth grade science teacher at Perry Middle School in Perry, Ohio:

"I assign my students mailboxes because they had messy desks and kept work from parental view. Whenever I pass out papers to go over, we review them orally and then I ask the students to put them in their mailboxes. At the end of the day on Fridays, I call students to bring me all the work from their mailbox. I staple the stack and place it in their Friday folder to take home. The parents know that the stack of papers is to remain stapled and the children are to correct all incorrect answers over the weekend. The staple helps keep the papers together so they won't get lost, helps the parents know their child isn't hiding any papers and assures me that the parents are informed of their child's progress. The stacks must come back signed by the parents on Mondays. These stapled Friday folders are great communication tools."

Color-Coded Papers

From Carol Meyer, a seventh and eighth grade science teacher at Perry Middle School in Perry, Ohio:

"I use different colored paper to separate tests for each subject or period. For example, I use red paper for spelling and green paper for science. The students recognize that the colors are related to specific subjects, as do the parents. It's easier for the teacher to organize the color-coded papers too. If team teachers agree on using certain colors for different subjects, it could help the entire team of students organize and gain responsibility for showing parents important progress."

Assignment Notebooks

From Myra Lisk, a middle school Language Arts teacher at Nodaway Valley Middle School in Fontanelle, Iowa:

"At our middle school each student has a staff designed assignment notebook that includes several useful sections. There are assignment slots for every day of the school year. Also, there are several pages reserved for sign outs that our students use as they make trips out of the classroom to various areas of the building. After a student is absent, the homeroom teacher is responsible for reminding the student to get makeup assignments completed. Verification by classroom teachers is noted in the assignment book. There is also a place for parent and teacher communication, which is a section that has proved invaluable. My favorite section is a book log for students to list all the books they've read throughout the year. By the end of the year, these homemade student assignment books are pretty well worn, but they provide a wonderful record of each student's year at our great middle school. Some of you might want to try something like this beginning second semester."

Assignment Booklets

From Karen Kinyon, a second grade teacher at Franklin Elementary School in Manitowoc, Wisconsin:

"This year I decided to use assignment booklets in my classroom as a way of keeping parents informed on a daily basis. It takes too long for my young students to copy assignments and information so I type it on the computer, copy, paste and print. This takes about three sheets of paper and 5-7 minutes of class time. The messages are cut apart and each child glues them into their assignment booklet. I also send home a copy of weekly spelling words this way."

Shoe Holders Make Great Mailboxes

From Melissa Smith, a third grade teacher at Gulf Shores Elementary in Gulf Shores, Alabama:

"I bought an over the door shoe holder (the kind that has a pocket for each shoe) and hung it behind my door on the wall. I put pictures of my students on each pocket so they have their own mailbox. I put all their papers that need to go home in their mailboxes and it's their responsibility to check their box before they leave. I also use this as a way of communicating one-on-one with my students. I may drop an encouraging note inside someone's mailbox now and then. They get so excited when they see they have mail! I also have a mailbox for myself so my students can drop me a note too. This is great for students that want to talk but don't really know what to say."

Orderly Notebooks

From Julie D. Shoemaker, a high school English teacher at Christian Academy of Louisville in Louisville, Kentucky:

"To help my students keep their English notebooks in order, we construct a table of contents. Items are organized chronologically, assigned a title, and given a page number in the lower right hand corner of each page. I keep a master copy in a spiral notebook (a page labeled for each class) and prop it on the tray of the white board in my room. Students know that they can always find the master list of contents for their notebooks there. This reduces a multitude of questions and helps us all stay organized. It works for me!"

Responsibility Grade

From Ann Leimbach, a sixth grade science teacher in Perry Public Schools in Perry, Ohio:

"Many of the same students were forgetting their materials for class so I implemented a responsibility grade. Each student starts with 100 points at the beginning of the six weeks. They loose 3 points each time they forget their materials, need to return back to their locker or have to borrow a writing utensil. It's easy to keep track of it in my grade book. I just put a tally mark by the student's name every time 3 points are lost. The grade is figured out at the end of the six weeks and then everybody starts out fresh again. This grade rewards the students that always remember everything for class and encourages the students that continuously forget materials to become more responsible and accountable in class."

Technology Integration

From Jan Carroll Weir, a chemistry teacher and science department chairman at Lawrence Central High School in Indianapolis, Indiana:

"I have developed my own web site for the use of my students in the area of chemistry. I developed tutorials on my local links and also have specific remote links for them to use. To help them further, I have posted the schedule of the week that lists important due dates, dates of labs, homework, etc. In addition, their grades are listed by their student ID. The class notes, presented in Power Point, are posted on-line so that if a student is absent or a student would like to review the notes, they can do so. The class policies are clearly defined on another 'button'. 'Cool stuff' also helps to pique their interest. This technology approach has helped both the kids and their parents."

Organizing Students' Belongings

From Traci Moore, a fifth grade teacher at Rockford Middle School in Rockford, Minnesota:

"After spending much of the school year nagging a couple of unorganized students to move the piles of 'stuff' from under their desks to their lockers or to the inside of their desks, I came up with a better and more positive solution. I found a plastic crate in which each of them can keep their pile. They feel special because they receive special treatment and the rest of the class no longer has to trip over their materials."

Taking Notes at the Zoo

From Darlene Roker, a fifth grade teacher at Vermont Avenue Elementary School in Los Angeles, California:

"On a field trip, it's usually difficult for students to take notes because they have to juggle note paper or clipboards at each exhibit. When we go to the zoo, they make 4x6 index card books and they work very well! Before the trip, I give each student copies of animal pictures saved from CD-ROMs. They cut these out, label the animal with their generic name and then paste them onto the blank side of index cards. On the lined side, they make space for the information I want them to get at the zoo. They make a cover, punch holes in the top left corner and attach the cards to make a book. At the zoo, they only have to turn up the card of the animal they are looking at and flip it over to write on the back. No more missing and torn pages and the students have a book to take home. It works so well that I plan to use the idea in other subjects."

Weekly Folder to Parents

From Jennifer Jensen, a first and second grade teacher at Excel Academy in Arvada, Colorado:

"At our school we send home a 'Friday Folder.' The students decorate an oversized brown, clasp envelope (9"x 12" aren't large enough for some of those big projects). We then run each one through the laminator. The kids know that they get ONE laminated envelope for the year. The trick was organizing the papers that go home in this folder. We had to send homework papers, notes about classroom activities as well as notes from the office. I purchased a plastic basket made for hanging file folders, along with enough file folders for each student. I put the files in alphabetical order according to first names. (This makes the filling easier for students and aides.) Everyone knows that when there is something to go home, we put it by the 'Friday Folder File.' I always have students who are eager to do the filling and it has worked great. No important papers have been lost since!"

Make-Up Work Calendar

From Terry Rhodes, a seventh grade science teacher at NcNabb Middle School in Mt. Sterling, Kentucky:

"I keep a large laminated calendar on the wall above a set of cubby slots. Everyday, I jot down on a post-it note what we did in class and any work that needs to be made up. I date the note, and tape it to the calendar on the appropriate day. I can post five weeks of assignments at a time, which carries us from midterm to report cards. When one of my students returns from an absence, they know to go the calendar to see what they missed and they can retrieve any needed papers from the cubby slots. This promotes self-discipline and responsibility. My students have adapted well and the feedback from parents has been very positive."

Student Notebooks

From Hank Rowe, an eighth grade social studies teacher at Amphitheater Middle School in Tucson, Arizona:

"Like many of us, I require that students keep a notebook of all their work relating to the class. Many of them at this age are just getting used to the idea of 'staying organized', so I help them by posting a table of contents on the wall. Whenever we do something in class, I add it to the list (or have a student add it), calling to the class' attention. The benefit goes far beyond having neat, organized notebooks. When I'm handing things out, the students are busy getting out their notebooks to add to their list. When a student is absent, they immediately know what they've missed so they can ask about it. And, when checking the notebooks, I can easily check off what the student has or doesn't have."

Missing Papers I

From Terry Castoria, a fifth grade teacher at Frank Defino Central School in Marlboro, New Jersey:

"My students are always losing handouts (homework sheets, school notices, skill pages). I always run off three extra copies of each handout and place them in an in-basket. I use the top of a gift box in a convenient spot. If my students can't find a handout at the end of the day, they check the box and don't bother me. I clean out the box about every two weeks. This is a life-saver since the end of the day is hectic enough without having to locate a missing paper."

Missing Papers II

From Mary Jane Giles, an eighth grade language arts/communication skills teacher at Kennedy Middle School in Winston-Salem, North Carolina:

"Many times students at this level feel we, the teacher, have misplaced their work. One of the best ways I have found to make life easier for the student, teacher, and parent is to keep a legal pad with the assignment and date written down. If the student does not turn a paper in on that day he/she simply signs the pad indicating he/she did not have the assignment. This procedure keeps peace across the board and builds character for the student. The student is more aware of how many times he/she has not been prepared for class when he/she has to sign routinely."

Take-Home Boxes

From Betty Darr, a first grade teacher at Swan River School in Bigfork, Montana:

"One tip I have found helpful in my classroom is to use cereal boxes as 'take-home' containers attached to the desks of each student. When I send my letter to students and parents in the summer, I ask them to bring a cereal box. The students decorate the boxes at home and bring it in the first day of school. I attach these to the desks using strapping tape. This way, when I am given a note from the office to send home, I don't have to remember to hand it out at the end of the day when things are busy. When we finish a paper together that I want sent home, the students put it right into their take-home box and it doesn't get 'swallowed up' in the desk."

Team Folders

From Susan Kielb, a math and life science teacher at Tappan Middle School in Ann Arbor, Michigan:

"I learned a system from a wonderful mentor many years ago that serves me well. I never spend class time handing back papers, I never lose papers, and handing in papers is quick and a team effort. The system also covers getting work back to absent students, and even getting messages and make-up work to students returning from an absence.

"My students are seated with, and work in teams of four. This team changes every 4 1/2 weeks or so. The team shares two lab tables that are pushed together. Each team has a 2-pocket folder (a different color for each team) and box of supplies labeled with the same color. The left folder pocket is for handing papers in (or ongoing team work, so if any team member is absent, they are not keeping the team from proceeding), and the right pocket is for graded work that needs to be picked up. The pockets are labeled accordingly, and the front of the folder is labeled with the class hour. Student helpers gather the folders at the end of the hour and to put them out before class starts. The first team members to arrive for class usually take charge of sorting the graded work and giving this to teammates as they arrive. If students are absent, their work will be kept for them in that right hand pocket until they return."

Distributing Papers

Return Papers to Student Mailboxes

From Michael Postma, a second grade teacher in Pine Hill, New Mexico:

"One thing that has really helped me organize papers and things to go home is to have student mailboxes. The ones I have are old drawers that were once used for storage at our school office. Toward the end of the day, my mailperson (one of the jobs on my rotating chart) puts all the papers that I have graded in each of the students' drawers. It not only saves me time but also gives them a fun job. Also, my aide and I each have a mailbox so that when the students are done with an assignment they can put it in one of our boxes. On occasion, we also receive friendly notes and pictures from our students, too!"

Bound at the Top

From anonymous:

"When I put down packets for printing, I always have them bound at the top so that whether you're a leftie or rightie, the binding doesn't end up under your wrist."

To Return and To Correct

From Mary Hopple, a science educator at Jersey Shore Area Senior High School:

"I create two folders for each of my classes marked 'To Return' and 'To Correct' and place them in a slotted holder on my desk. I write the class periods in bright marker on the tabs to easily tell them apart. When a student is absent, I write their name on the handouts and place them in the 'To Return' folder. When the student returns to school, he/she can get the work out of the folder without disrupting the class. When I collect assignments, I place them in the 'To Correct' folder. Then I put the corrected papers in the 'To Return' folder to pass back to the students. This works out nicely, because it keeps me organized and absent students can get their work as soon as they return to school."

Class VIP

From Mary Beth Mulholland, a first grade teacher at St. Louis Cathedral Elementary School in New Orleans, Louisiana:

"To avoid the arguments about who will pass out papers or run to the office, I select a VIP each day. I write each student's name on a piece of sentence strip and make a small flip chart using individual binder rings. I put this on a bulletin board where the class can see. Every morning when we enter the classroom, one of the first things we do is see who the VIP is. This cuts down on hurt feelings and I can make sure that everyone gets a turn."

Students Distribute Assignments

From Kathy Sekera, a seventh grade English teacher at Gateway Middle School in Monroeville, Pennsylvania:

"I have a file folder for each class sitting on the bookcase next to my desk. Any papers to return are put into those folders, as are any papers for student absentees, put in the folders by another student in charge of make-up work. As soon as he or she enters the room every day, a student in charge of returning papers distributes all papers in his/her class folder. This system allows for class to start on time without "wasting" time returning papers and instantly gives returning absentees the work they missed as soon as they return. This also allows me appropriate time to collect my thoughts and prepare for each new class period and gives students a chance to be involved."

Keeping Track of Absentees

Daily Assignment Binder

From Sara Mensen, a middle school reading and language arts teacher at Olin Consolidated Independent School:

"I keep a three ring binder on the chalk ledge that has a folder in it for each class that I teach. It contains extra worksheets and handouts. At the front, I keep a written record of each day's assignments. When students miss a class, it's their responsibility to get the binder, fill out the form, and get the missed assignments."

Class Secretary

From Mellanay Auman, an eighth grade GATE and language arts teacher at Townsend Middle School in Tucson, Arizona:

"Each week, a student is selected to be our class secretary. The secretary takes notes on what transpired in class that day listing handouts and homework assignments. The secretary also writes down the name of the novel that I'm reading from and where I left off. Whenever a student is absent, they meet with the class secretary to see what he/she missed. The secretary feels important, the absent student doesn't interrupt the lesson and I can make sure that all my objectives are covered."

Absent Students I

From JoAnn Jirik, a teacher at Niangua R-5 School in Niangua, Missouri:

"I keep track of tests, hand-outs, etc. for students who are absent. When something is handed out, I write the name of the absentee in colored marker on the hand-out. I keep these with the original so I know who has not received the material."

Absent Students II

From Bruce Ellefson, a fifth grade teacher at Maple Grove Elementary School in Boise, Idaho:

"One of the things I hate dealing with is parents and little brothers and sisters coming in at the end of the day wanting the missed homework for an ill student. The way I deal with this is to have a student sitting next to the absent student is designated as the sick helper. Their job is to write on a sheet of paper all due assignments, all papers collected, and any other information needed by the absent student. At the end of the day, the sick helper puts the assignment sheet in a 'sick folder' and puts all the textbooks that are needed on the absent child's desk. We approach this as a community service that will be returned to you when you also need it. It promotes group support and leaves me more time to deal with the end of the day activities that we all have."

Sign-Up to Make-Up

From Lyd Bouk, an English teacher at West Rowan High School in Mt. Ulla, North Carolina:

"In the past, I have had trouble keeping track of students and their make-up tests or quizzes. This semester, I created a "Sign-Up to Make-Up" clipboard. My students must sign the clip board with their name, class period, test or quiz to make up, and date they will make up the assignment. There is a column that requires my initials/signature when they come to make up the assignment which helps me remember when to wait for a student (or make sure I'm there early). The sign-up sheet also makes them responsible for their work. Then, if a student does not come to make up the test/quiz, I have a record that can show the parent where they signed up and where I did not sign for completion. So far, it's worked very well. The students have learned quickly to go to the make-up clip board as soon as they return from an absence."

Class Logs

From Melinda Manley, an English teacher at Alma Bryant High School in Irvington, Alabama:

"Excessive absences prompted me to devise a Class Log system. I have three-ringed folders in different colors that are labeled Block 1, Block 2, etc. These folders remain on the counter in my classroom. I developed a log sheet for my classes that contains space for the log keeper's name, date, block, etc. The sheet is divided into the segments that represent English class assignments: literature, tests, vocabulary, dictation, homework, writing process, research, etc. Space is provided for the student log keeper to list the day's activities. A stack of blank forms is left near the logbooks. The student knows to pick up a form, complete it as we work, and place the completed log sheet in the folder at the end of each class period.

"When absent students return to class, they check the logbook for details on what they missed, study guides, handouts, etc. I check the folder at the end of the day and add omitted details in red, notes to the log keeper, as necessary, to improve his/her skills, plus 1-5 bonus points by the log keeper's name as an incentive to be clear and precise.

"This Class Log system prevents downtime at the important start of class. The teacher is free to engage students immediately, and students learn the importance of clear writing. The burden of make-up work is placed on the student, not the teacher. This process works for any discipline. The benefits of writing across the curriculum can be addressed in this simple way."

Make-Up Work Notebook

From Lois Finney, a middle school science teacher in Tennessee:

"Here's a great way to recycle and put responsibility on the students for making up absent work. I highlight the names of my students on the daily absentee sheet we receive in the morning. In the blank area at the top, I list what we did that day (it matches what I put up for students to copy into their agendas), and if there are any worksheets for the day, the lab partner puts the absent student's name on the top and places it behind the sheet. The sheets are placed in a notebook. Each new day's sheet goes on top, so the current date is what they open the notebook and see. Students know they are responsible for checking this notebook at the front of the room and turning the make-up work in within the allowed time. If any students ask me what they need to make up, I just tell them to check the notebook. It's amazing how many times they think they turned in work, to end up finding their name on a sheet in the make-up work notebook!"

Collecting Papers

Highlighted Names

From Michelle Dobosz, a third grade teacher in Hammond, Indiana:

"I have a problem with my students remembering to put their names on their papers. To solve this problem I tied a string to a highlighter and taped it to our "in work" box. Students must highlight their name on the paper when they put it in the box. If they forgot to write their name, they can add it and then highlight it. The kids love to use highlighters and it saves time trying to figure out what paper belongs to what student."

Fast & Easy Tracking

From Patricia Johns, a teacher in Salcha, Alaska:

"Keeping track of turned in assignments took too much of my time so I found a quick and easy way to do this. When it's time for students to turn in an assignment, I make sure that I get something from everyone. If they don't have their assignment, they must write 'I did not turn in my assignment' and sign their name on a sheet of notebook paper. These statements are turned in and used as future proof. The key is to get something from every student."

Stopping Late Work

From Michael Yeakey, an English teacher at Cheraw Middle School in Cheraw, Colorado:

"I agonized for years about students turning in late work. Taking off a percentage for each day an assignment was late turned into a nightmare. Now, my students are allowed to turn in one assignment late every grading period, no questions asked. After that, late assignments are not accepted for credit but they still need to be completed."

Distributing Classroom Responsibilities

From Cindy Kauffman, a first grade teacher at Smithsburg Elementary School in Smithsburg, Maryland:

"In order to avoid arguments about children passing out papers and other fun responsibilities in the classroom, I assign each child at each table a day of the week. Whenever I pass out papers, I give them to a certain child depending upon which day of the week it is. For example, a Monday child would be given the chore of passing out papers on Monday. This way every child knows that they will get a turn. I usually write the day of the week on their nametag so they will remember. It's simple but it works for me."

By the Alphabet, I

From Juanita Mitchell, a seventh grade science and math teacher at MacDonald Middle School in Lansing, Michigan:

"When I have papers collected by a student, I have an alphabetical list of all students in each class on the wall and have the papers collected in alphabetical order. This eliminates the wasted time used in looking for the kids' name after the paper is corrected and has made the task of grading papers for me just a little easier. It also helps in identifying that 'no name' paper because the stack is in the order of the class roll."

By the Alphabet, II

From Dianne Blackburn, a sixth grade language arts, reading and social studies teacher at Horace Mann Middle School in Lakewood, Ohio:

"I teach 6th grade language arts, reading, and social studies. I have taught 20 years. Two years ago, I decided to collect everything in alphabetical order. It certainly does help when recording the grades and also when a student does not put his or her name on the paper. After two or three weeks, the students just automatically put their papers in the class folder in alphabetical order. I wished I had done this a long time ago. Saving minutes like this makes teaching a little easier."

Keeping Track of Portfolios

Organizing Writing Portfolios

From Amy Cody, a seventh grade language arts teacher at Walton-Verona High School in Walton, Kentucky:

"Many teachers are responsible for some type of writing portfolio. When the time comes for students to select specific types of writing to put into the portfolio, confusion can abound. To make organization and selection of the portfolio pieces easier, I use colored dots. Personal narratives have a red dot, transactive or persuasive pieces have a blue dot, pieces written out of content have a green dot, etc. When it comes time to organize the writings into stacks and select specific pieces, I direct their selections by color and student confusion is eliminated."

Portfolios

From Karen Palmerini, a third grade teacher at Holbrook Road Elementary in Centereach, New York:

"I use portfolios in my classroom. I keep my students' papers organized by having both a working and a showcase portfolio in clearly labeled folders. If a student has a piece of work he/she wants to keep, it gets filed in the working portfolio. I file their extraordinary works in their showcase portfolio so that they'll have an abundance of work to pick from when it comes time to showcase!"

Showcase Portfolios

From Kristina Turk, a second grade teacher at Perry Elementary School in Perry, Ohio:

"I work all year along with my students and their parents at putting together a showcase portfolio. These portfolios include student work samples that the students, the parents and I have chosen to include. The portfolios are then used at our end of the year triangular conferences. The students conduct the conferences and present their portfolios to their parents. The students discuss their strengths and weaknesses, as they perceive them, as they move into the third grade. They share their most remembered highlights from the second grade and set summer goals. This is a very positive way to end the year. It is a wonderful celebration!"

Pizza Portfolios

From Kathleen White, a fourth grade teacher at University Park Creative Arts School in Charlotte, North Carolina:

"On the first day of school I give each student a pizza box turned inside out. The student decorates the box and writes his/her name on the top and each side. Every two weeks, the child places a piece of work inside the box, forming a portfolio. The children love sharing these with visitors and parents. At the end of the year, they are able to take them home."

Sanity Savers

Shoe Buddies

From Pat Allen, a kindergarten teacher at Curren School in Oxnard, California:

"After winter break, I tell my students that I came down with a virus during vacation and can't remember how to tie shoes. I write down the names of the children who can tie on a 'Shoe Buddy' list. When someone needs a shoe tied, they look on the list to see whom they can go to for help. It frees me up and gives the ones who can tie a boost of self-esteem not to mention more practice. The shoe buddy system also helps the ones who can't tie learn quickly because they get tired of asking someone else for help all the time."

Weekly Sanity Schedule

From Beth McCallum, an eighth grade teacher at Lynndale Heights Public School in Simcoe, Ontario, Canada:

"At the end of the school day the amount of work that a teacher takes home seems endless. To keep focused, I designate different nights of the week to different purposes. For example, Monday, Wednesday and Saturday are for marking, Tuesday and Thursday are for planning and organizing upcoming units, Friday is TGIF no work day and Sunday is my day to renew. This prevents me from procrastinating and I seem to accomplish more by knowing my focus ahead of time. A wise teacher recommended that I stick to a 90-minute homework time every night so that I don't get behind in my work. I increase it to two hours when I have to prepare for a report. When something comes up and I have to take a night off, I don't feel burdened because I've kept up. I subtract school meetings and inservice time from that 90 minutes to keep my life in balance."

Desk Binder

From Ann Rayner, an eighth grade reading and writing teacher at Perry Middle School in Perry, Ohio:

"I've put together a binder that stays on my desk with information that I need daily and substitute information. The binder has a cover identifying the contents, which are attendance, lesson plans, seating charts and a special section for substitutes that includes a letter from me, the building layout, my daily schedule, and our classroom rules. Each section is tabbed and kept up-to-date with attendance reports, weekly lesson plans and seating changes. The reference pages are in plastic sheet covers to keep everything neat. My desk binder helps me to keep information systematic as well as handle my absence from the classroom with the greatest amount of support already in place."

Three Hole Original

From Susan Hooper, a third grade teacher at Happy Valley Elementary School in Portland, Oregon:

"Like most teachers, I like to be organized and save things for future use. When I have an original worksheet that I want to make sure gets filed where it's supposed to go, I three-hole punch it. This way, I know it's the original. I minimize my work on my "to file" pile and keep the contents of my files from growing too big with extra worksheets."

First Day Handouts

From J. Shoemaker, a high school English teacher from Louisville, Kentucky:

"At the beginning of each new year, I can never find that one seating chart or daily planner sheet that I absolutely love to use. So this year I began a 3-ring binder system of filing for my first day handouts. As I organize a current file and find something that I would like to keep for those vital first days, I put it in the binder and throw all of the extra copies away. That way I keep first day files together where they can be easily located and minimize the amount of bulk in my filing cabinet. The binder can be easily labeled and the information recorded on disc. Have a happy and organized first day of school!"

Original in Yellow

From B. Campbell, a second grade teacher from Roanoke, Virginia:

"Sick of having a file of extra copies of the same worksheet and never know which sheet is the original? I write 'original' on the original in yellow highlighter before it ends up in my files. The copy machine doesn't see the yellow marker but I can! It's a super way to save my originals and space in my files!"

An Organized Desk

From Barbara Reynolds, a science teacher at Opp High School in Opp, Alabama:

"With several class preparations, I find I need help keeping things organized on my desk. I color-code all of my plain manila folders by drawing a broad line in a specific color around the outside edge of the entire folder with a permanent marker. My chemistry folder has a red stripe, physics is yellow and biology is green. While I try to keep them in a stand up file, I can readily find and identify each folder now- even if they get hidden under some papers on my desk!"

Protecting Copies

From Linda Fox, a teacher at East Technical High School in Cleveland, Ohio:

"I use clear sheet protectors for my copies. I often have two pages that I need to copy and the sheet protectors let me keep the front and back pages together. After copying, I can slip the plastic pages back into my resource binder. This keeps the originals from becoming dirty or torn."

Organizing Master Work Sheets

From Karen Reynolds, a vocal music teacher at Tri County High School in DeWitt, Nebraska:

"I no longer use file folders for storing master copies of worksheets. I am known as the plastic sheet protector queen of my school! I place all worksheets in a plastic sheet protector with the answer key on the backside. Papers don't get lost or mixed in with other copies because the plastic protectors don't need to be removed for photocopying. I use post-it notes to record the date the assignment was given and if there are any necessary revisions that need to be made before using it again next year. All related worksheets are organized into three-ring binders with indexed dividers. No more lost or scrambled papers because I dropped my file folders!"

Time Saving Text Book Distribution

From Alecia Lambert, a fifth grade math teacher at Fyffe Elementary School in Fyffe, Alabama:

"To save time on the first day of school, I number my textbooks ahead of time. Then, I alphabetize my class list and assign numbers to the students. I assign the numbered textbook to the same numbered student. I place the books on the students' desks prior to school so that on the first day all they have to do is write their names in the books. This keeps me from worrying about quiet time projects while I distribute books. Coordinating numbers also helps during the year when I find a book in the classroom. At the end of the year I can immediately see if I'm missing any textbooks. All my co-workers that have tried this rave over how much easier it makes the first day."

Copies Made Easier

From Traci Blair, a second grade teacher at Cypress Trails Elementary in Royal Palm Beach, Florida:

"I got tired of running to the office and the copy room just to make a few copies so I invested in a fax machine. Most fax machines have the capability of copying and usually don't require a phone hookup. I only paid $130.00 for mine. The ease of use and convenience have been worth its weight in gold!"

Original or Duplicate?

From Jennifer Jensen, a first and second grade teacher at Excel Academy in Arvada, Colorado:

"Here is an easy and inexpensive way to keep track of your original papers, using one of the best inventions ever...the sticky note! As soon as I have created an original worksheet, I place one of the small, brightly colored sticky notes on it. This is a great visual whenever you are sorting and filling papers."

Keeping Master Copies

From Deeann Kaplanek, a fourth grade teacher in O'Neals, California:

"I make a master copy of all the items that I frequently use, such as attendance and story maps, on very pale pastel paper. Then, when I am handing out papers to the class, I know not to hand out my original black line master because it's on colored paper. This also gives me a visual cue that the file folder is getting low."

Original or Copy?

From Linda Peyton, a third grade teacher at Rhein Benninghoven Elementary School in Shawnee Mission, Kansas:

"I put a broad yellow highlighter mark across the top of the original copy of any material I duplicate. Then it is easy to retrieve and return to my files after use. It sure saves wondering what happened to my original. More than once in the past I had my original mixed in with the copies, used by a student, and I was left without a clue as to what had happened to it!"

Homework Solutions

Homework Bingo

From Marge Mellon, a learning disabilities teacher at Willowick Middle School in Willowick, Ohio:

"I use a Bingo grid to encourage my students to do their homework. The grid is a 5 x 5 square with one side numbered 1-5 and the bottom lettered A-E. If homework is due, I pull a card from my stack (Ex. D,3) and if they have their homework, I initial that square. They get a reward when they get five in a row. If someone wins, that student gets a new grid but the others keep theirs until they earn a reward."

4G Homework

From Katherine Harris, a math teacher at Patrick Henry High School in Ashland, Virginia:

"Many of my students do not do their homework and believe that they ought to be able to master the material simply by coming to class. Since mathematics is not a spectator sport, this attitude leads only to poor performance and frustration. Now I assign two levels of homework- practice assignments (PA's) and graded assignments (4G's). The 4G is due the day after we have gone over the PA. True to form, few do the PA and almost all complain about the 4G insisting it is unfair for me to actually grade homework for accuracy and procedure. However, most of them actually do the 4G's and performance and grades have both improved significantly. In order to make all this paper work feasible for me, I use these guidelines for the 4G's.

1. They consist of 5-10 of the even problems in the book. The answers to the odd problems are in the back of the book so I assign these as practice assignments.
3. Students must present the work in accordance to my specifications. I find it easiest to grade if the answers are listed on the right and the supporting work is done on the left.
4. Illegible papers, papers with just answers and no supporting work, nameless papers and late papers are put in the recycling bin and not graded.

This system has certainly helped my I don't do homework because I don't think I should have to problem."

Cellular Homework Hotline

From Marge Masino, a fourth grade teacher at Sonoran Sky Elementary School in Scottsdale, Arizona:

"I use my cell phone as a homework hotline for my students and parents. Each day I leave a message on my voice mail that gives all of the daily assignments and any upcoming events that might be of interest to the parents. I've been doing this for three years and parent comments have been very positive. Students making the transition form primary to intermediate grades often have difficulty and this allows both students and parents the opportunity to know what all the homework is. It also takes away the excuse of not knowing something was due. It only takes about two minutes of my time each day."

P.A.T.H

From Faye Smith, a fourth grade teacher at Lamar Elementary School in Augusta, Georgia:

"My tip is about a system that I call P.A.T.H. (Positive Attitude Toward Homework). Last year about half of my students did not turn in their homework. I got all kinds of reasons including lack of understanding regarding what to do and how to do it. We were all frustrated. This year I decided to give out my home number so my students could call me on a limited basis and ask homework questions. They are allowed to call me three days a week between 7:00 and 8:00 P.M. This takes some of the burden off parents who may have limited knowledge or are working at that time. Since I've allowed students to call my home, I have a 90% homework return rate. Developing a positive attitude toward homework began for me when I figured out the problems it presented for my students and for the students when they knew they could get the help they needed to complete homework successfully."

Homework Tip

From Barbara Keihle, a language arts teacher at Nestucca High School in Cloverdale, Oregon:

"This year, we returned to school to find phones in our rooms with a voice mail system. When school started, I sent a letter to all parents letting them know I would enter each day's assignments into my voice mailbox when school was over for the day. Now, whether students are absent or forget their assignments by the time they arrive at home, they can easily be informed or reminded. It has REALLY worked! At our first parent/teacher conferences, many parents mentioned how handy it was and others, who hadn't read the letter carefully, were nicely reminded to call my extension if they had questions about assignments. In addition, it's a wonderful tool to encourage parents to communicate with me."

Homework Calls

From Susan Budde, a teacher at Arlington High School in St. Paul:

"When my students don't turn in a homework assignment, they must call home while the rest of the students are working on the class opener. Depending on the age of the student and the frequency of missed assignments, the student must leave a message on the answering machine or I ask to speak to the parent. I keep a running log of which students have had to call home. Once a student has had to call home three times, that student must serve a homework detention with me."

Parental Involvement Homework

From Janet Shlegle, a special education teacher at Loveville School in Loveville, Maryland:

"I help parents connect with their child's school experience by sending home weekly parental involvement homework. Each Wednesday night, the only homework is a short activity that involves others at home. This activity could be a family graph, a short interview with an adult on his/her experience with a certain math or science concept, a math partner game, etc. The parent or guardian must sign the paper or the child's assignment log upon completion of the activity."

Policy Letters

From Ellen Levy, a teacher at Cooper Middle School in Buffalo Grove, Illinois:

"When one of my students does not hand in an assignment, I send a letter home to notify the parents. The letter reminds them of my assignment policy and suggests that they check with their child or myself to find out if the assignment has been completed. I love this additional communication with parents because it's an objective documentation of student effort and it fosters more school/home communication. Academic and effort grades on progress reports are not surprises either!"

Homework Completion Incentive

From Elizabeth Yates, a 3rd, 4th and 5th grade LD math and language arts teacher at Annandale Terrace Elementary School in Annandale, Virginia:

"To get reluctant students to complete homework consistently, I found an incentive that really works! I give out homework passes. I purchased paper homework passes from a school supply store, wrote each student's name, my name and the duration of the pass on each one. For example, a pass might be good for one homework assignment this week. I laminated the passes and put the stack in a clear packet on the chalkboard for all to see. In order to earn a homework pass, the student must complete all homework assignments for a week and pass Friday's test with an 80% or better. On Mondays, I hand out the passes. When it's time to check homework at the beginning of class, they can show me the pass in lieu of the assignment and then place it back in the packet. We all applaud the first time a student earns one. I encourage those that don't earn one with positive talk."

Smiley Cups

From G.J. Shipman, a seventh grade math and science teacher at Caroline Middle School in Milford, Virginia:

"Here's an idea I came up with to motivate students to turn in homework. I put large smiley faces on plastic bathroom cups and I place a cup on the students' desks that completed the homework. They know that if the principal comes into my class, he will know if they've done their work. The amount of completed homework assignments has greatly improved."

Homework Cards

From Christine Born, a fourth grade teacher at W.H. Blount Elementary School in Wilmington, North Carolina:

"When students don't turn in homework, they are given a homework card. On this card, they write their name, date, assignment and the reason they did not complete it. Every grading period they may get up to three cards. On the fourth card, they get a letter home with a copy of the card attached requiring their parents' signature. Just knowing that the parents are going to see the excuses does the trick every time. In the extreme case that even the letter doesn't change things, the student has to call the parent when they don't turn in the homework."

Free Quiz

From a Spanish teacher at West High School in Madison, Wisconsin:

"I came up with a lottery in order to reward homework completion in a tangible way. I have all my students' names on slips of paper. Whenever there is a quiz, I check back over the past five days and those students who have completed all the assignments in that time get their names pulled. From those names, as the students wait for the quiz, I dramatically select a name and that student doesn't have to take the quiz. Homework completion has shot up in all my classes and so have grades."

Homework Pass

From Staci Kasse, a fifth grade teacher at Taunton Forge School in Medford, New Jersey:

"This holiday season, not only did I give my students a homework pass, I also gave one to their parents. Sometimes there comes a night when they have to take their children somewhere or just want to spend some time with them. Many parents told me they really appreciated this thought. It's better to have it and not need it than to need it and not have it."

Homework Chart

From Elaine Kelley, a fourth grade teacher at Holley Navarre Intermediate School in Navarre, Florida:

"I have a homework chart that has five rows and five columns. Each time a homework assignment is turned in on time, the student gets a sticker. When one row is filled with stickers, the student earns a slip that's good for a prize from the prize box. Prize slips are also given on Mondays for the students that completed all the homework the previous week. When a second row is filled with stickers, the student receives a homework coupon. This continues until all the rows are filled with stickers and then the students get to take their charts home and we start a new one. Our grade level has free time on Fridays for the students that completed all of their assignments. One classroom is designated as the detention room and any students with incomplete work go there to finish their work while the others play. This works quite well. I see a lot more completed homework this way."

Homework Portfolio

From Barbara Walton, an eighth grade science teacher at Thompson Middle School in Newport, Rhode Island:

"In order to help my students turn in their homework on time, I keep a working portfolio for each student. Once a week, they update their homework and classwork assignment sheets. A running list of all the past homework assignments along with the dates is kept on the front board. Students update their assignment sheet and check it off if it has been completed and turned in. When I return the assignment to the student, they record the number of points they received. This puts the responsibility back on the student and eliminates the grade anxiety at the end of the quarter."

Homework Jail/Reward Day

From Ellen Levy, a teacher at James F. Cooper Middle School in Buffalo Grove, Illinois:

"Occasionally, my team will have a Homework Jail/Reward Day. Those who have no missing work are treated to a movie and those with missing work are doomed to another classroom for a study hall to catch up. Most Homework Jail participants are miffed and do their best to catch up. Once in awhile we even allow those criminals to join the movie in progress once they are current with all of their work."

Assignment Notebooks

From Ellen Levy, a teacher at James F. Cooper Middle School in Buffalo Grove, Illinois:

"I use assignment notebooks with daily teacher and parent signatures to help my students turn in homework on a timely basis. I verify that the correct information is written and understood, I touch base with my students everyday and the communication between school and home is enhanced. If the student hates doing this, then the completion of the homework will be rewarded with improved grades and a gradual withdrawal of the signature component. If the student enjoys the process, then perhaps it will be just a useful tool for the student to improve the organizational part of the process."

Homework Pass

From Terry Castoria, a fifth grade teacher at Frank Defino Central School in Marlboro, New Jersey:

"At the beginning of the year, I tell my classes that any students who complete all the homework assignments will receive a free homework pass at the end of the marking period. The pass can be redeemed for excuse from one incomplete homework assignment except those I plan on grading. When redeemed, the pass does not affect the current marking period's completion record. I have had considerably fewer incomplete assignments since I started this."

Study Buddies

From Marcia Chambers, a fourth grade teacher at Winskill Elementary in Lancaster, Wisconsin:

"To motivate my students to complete their homework, I set up a system called Study Buddies. The study buddies make up little notes or quick phone calls to their peers as a friendly reminder. This also gives the struggling child an opportunity to ask questions. Reminders can be done over the phone or notes can be left on the computer or TV. A reminder from another student seems to make an impression."

The Fluorescent Envelope

From P. Lauterbach, a fourth and fifth grade teacher at Downing Elementary School in Tacoma, Washington:

"I have a sign-in sheet next to a box of folders for each subject. The kids initial the completed assignment on the sign-in sheet and put their assignment in the appropriate folder. I highlight any assignments that aren't signed off to let them know and to help them take care of it. On Fridays, I send home a fluorescent envelope with letters to the parents of students missing assignments. Parents sign the letters and return the envelopes. I call them if the envelopes don't come back to me. This system really helps students show responsibility and keeps parents knowledgeable of missed work."

Traveling Through the Solar System

From a second grade teacher at Southside Primary School in Selma, Alabama:

"I have a wall that looks like the solar system that I use to encourage good behavior. The students each have an astronaut with their name on it. Every morning the students start on Earth or further out if they've earned it previously. They move their astronauts as I direct them to, based on their appropriate or inappropriate behavior. Inappropriate behavior moves them closer to the sun and gives them a poor mark in conduct for the day but they start at Earth again the next day. For positive reinforcement, the students get to move their astronauts down a planet each time they earn recognition form me. When a student makes it all the way to Pluto, the student wins a treat. If every student turns in homework, the whole class moves their astronaut down one planet. This puts more pressure on some of the students to do their assignments. The class really works hard to get to Pluto and the reward is not very expensive on my part."

Homework Teams

From Holly Harris, a fourth grade teacher at G. Harold Antrim Elementary School in Point Pleasant Beach, New Jersey:

"In order to encourage my students to turn their homework in on time, I use a system of teams and points. If every member of the team has their homework, the team is rewarded twenty points. If one person does not have the homework, the team loses twenty points. At the end of the week, the students on the team with the most points get to be the classroom helpers for the next week. I don't have to harp on the students that forget their homework because the children work together. The others will usually call the child that normally forgets the homework to be sure their team wins."

Homework Stickers

From anonymous:

"I tell my students that if everyone hands in the homework assignments, they will each receive a sticker."

Kickball Incentive

From Diane Donato, a fourth grade teacher at Kitty Hawk School in Kitty Hawk, North Carolina:

"Anyone who has completed homework all week gets to play kickball on Friday afternoons. Fewer and fewer children are on the sidelines; they want to play ball!"

Homework Lotto

From Devery Rodgers, a fifth grade teacher at Sixth Avenue Elementary School in Los Angeles, California:

"I use a homework lotto to get my students to submit homework in a timely fashion. I made a grid with a letter and number assigned to each square. If students submit a complete and neat assignment on time, they get to sign their name in one of the boxes of the homework lotto grid. When the grid is filled up, it's lotto time! Fifty lucky students get called at random (e.g., V2�Sam, C18� Sue, etc.) for a lotto prize."

Due in Two

From Jo Elliott, a fifth grade teacher in Ortonville, Minnesota:

"My students have an assignment notebook and folder that they keep on their desks at all times. Papers that are unfinished go on the left side of the folder and when they are completed, they go on the right side. As soon as an assignment is given, everyone writes it down. The students have two days to complete each assignment, so when we write the assignment down, we also put the date it's due in the notebook and on the paper. If students do not have assignments completed on time, they must go to the noon study hall that day to finish it. They receive a lower grade because the assignment was not finished in time. The combination of the assignment notebook and folder, two days until due, and the consequences for late work have been very effective."

Secret Word

From Judy Zelenda, a third grade teacher at Schuyler Grade School in Schuyler, Nebraska:

"To motivate my students to hand in homework on time, I choose a secret word such as wonderful. Every day that the entire class hands in homework, they get one letter of this word on the board. When the word is completed, the class decides how they want to celebrate. Their ideas are listed and we vote on a celebration plan."

Class Log System

From Karen I. Green (Kigreen@elko-nv.com), a math teacher at Spring Creek Middle School:

"After teaching math in middle school for many years, I have come up with a system that works well for grading homework. There are two types of homework assignments: those I collect to grade and the correction grade paper. Those I collect are the reviews before a test, so I can see if the students are ready and in what areas they are weak.

"The other pages are corrected by the students, but with a little procedure. First I ask them to pull out their homework assignment. I walk around the room to verify that it is finished, and work is shown. Then I tell the students they have the opportunity to earn an A, B, or C by correcting their errors by redoing the problems they missed and also by explaining their errors. When the papers are handed in, I read their explanations, which now determine the grade. Explanations are brief and say things like, 'I forgot to count over the decimal places when I multiplied' or 'I added unlike denominators instead of finding gcf's.' Then I glance over the corrections to see if it looks ok. The papers are more revealing of what they are learning and give me a greater understanding of how the children are thinking. Students with no errors are given a 100% and are able to get started on the next day's assignment. Sometimes they have to write a summary of the basic concept so I am really sure they do understand what is going on.

"I would say I correct 70% of the papers in this manner. It takes far less time to correct, and is far more interesting. Also, since writing is required across our curriculum, that standard is addressed. I grade all quizzes and tests and reviews on my own, and when these papers are handed back, students must correct their errors and explain what they did wrong, working with partners or in small groups."

Homework Study Buddies

From Jane Stone, a seventh and eighth grade teacher at Zumbrota-Mazeppa Middle School in Mazeppa, Minnesota:

"I've had success with homework completion by pairing students (or three/group if numbers are not even) as 'study buddies.' At the end of the day there is organizational time, when buddies check with each other to be sure each knows what assignments they have. If students run into problems with homework during the evening, they call their study buddies. They can also call me at home.

The Organized Classroom

Alarming Time Management

From Bobby Stern, a curriculum coordinator at Piney Grove Elementary School in Kernersville, North Carolina:

"When I was a classroom teacher, my class and I would often get involved in lessons and the time for lunch and specials would creep up on us. In order to help out, I used a clock radio and set it for the music to come on about five minutes before we needed to be in another location. This really helped me with time management."

Activity Bags

From Lisa Mayton, a head start teacher at Longdale Elementary School in Glen Allen, Virginia:

"I use One-Zip plastic bags to help organize my art activities. I copy patterns on construction paper and place them in a bag. I then tape a finished copy of the project on the outside of the bag and place it in the students' art activity center. They are able to complete the project on their own using the model and patterns provided. I also use these One-Zip bags to store a set of supplies for each student's personal use. I can store an extra set of clothes for my children in the larger two-gallon Ziploc bags. These bags work well for an inexpensive means of keeping everything neat and organized as well as teaching children responsibility for taking care of their own materials."

Numbered Non-Consumables

From Marsha Stroud, a fourth grade teacher at Sugar Creek Elementary in Bentonville, Arkansas:

"Everything in my room that is non-consumable and used by the children has a number on it. All the students are assigned a number at the beginning of the year and they use the same numbered non-consumable items. This way, I can immediately match a lost book with its owner. I use the numbers for everything in class including checklist forms, books, and notes going home that need to be signed."

Color Coding and Cardboard

From Linda Gates, a third through fifth grade teacher at Bragg School in Chester, New Jersey:

"To help students keep organized, I assign a color to each subject. Everyone has a red folder for science, a blue folder for math, a yellow folder for reading, etc. This way it just takes a quick glance around the room to see who doesn't have the correct folder. To keep their desks organized, I have them put two boxes from a 24 pack of soda in their desks. They fit perfectly and they no longer lose things in the back of their desks. If they need to find something, they just pull one of their 'drawers' out."

Reminder Board/Time Monitor

From Kris Ringer, a second grade teacher in Garden Grove, California:v

"I was always forgetting meetings, assemblies, etc. until I started using my 'Reminder Board.' It's a great way to inform students of the day's special events and keep us on schedule. The 'Reminder Board' is a laminated poster that I use to jot down any special activities my class will be doing that day or anything the students need to bring to school the next day. We can't forget to check it, because it's taped to the inside of my only classroom door! We also set a timer to alert us when it's time to get ready to go. The students rotate as timers, so that assures all of them they'll get a turn to be the time monitor for the day. Since I started using the 'Reminder Board' and assigning timers, I haven't forgotten or been late once!"

Classroom Mailing Center

From Deborah A. Myers, a sixth grade teacher at Ford Road Elementary in Memphis, Tennessee:

"I bought enough file system boxes to create a classroom mail center- similar to the ones the teachers have in the office. My students place their homework in their mailboxes. They put their questions and concerns in my mailbox and while they are doing early morning work, I read and respond personally to those notes. I get to give students that one-on-one attention they need. I also get to know my students a little better. Somehow they share more when they know I'm going to read it and respond right away. The chit-chatty talking has cut down in the classroom because the students have the freedom to place notes in their classmates' mailboxes. They know that they can only retrieve their mail after ALL of their morning work is completed. Homework, letters home, and other important materials are handled in a very orderly manner. This mailbox system has really worked4me."

Student Folders

From Terry Castoria, a fifth grade teacher at Frank Defino Central School in Marlboro, New Jersey:

"I have my English class journal each day to settle them down while I organize the lesson. I didn't want heavy journal books since I take them home to respond. I purchased five magazine holder cartons and labeled them A through E. Then I purchased five different colored pocket folders. In each magazine holder I place one folder of each color with a student's name on it. Rather than search through a hanging file folder for their file, they go to their letter box and pull their color folder out and they're off. Putting folders back is easy too since there is no filing -- just placing the folder in the correct box. This is so amazing that my colleagues have now joined me in doing this. This would work for any type of file the students need to access."

Observation Labels

From Carol Sowl, a multi-age teacher at La Point School in La Pointe, Wisconsin:

"I teach in a multi-age classroom, grades 3-6 in a two room schoolhouse on an island in Lake Superior. To keep notes on my students - observations, behaviors and assessments - I have a clipboard with a full sheet of mailing labels. I jot the date, the student's initials and then record my observations on one label. The size of the label keeps the observations brief. The full page of labels allows me to record observations for all students on the same page. At the end of the day, or more likely once a week, I peel off the labels and paste them into a loose-leaf notebook where each student has their own page.

"The observations on the one sheet let me look at class performance. For instance, if I am introducing a new concept, it lets me see at a glance how the whole group performs so that I can revise my teaching plan as needed. The individual student pages are great at conference time, because I have lots of specific information to share with parents instead of my recollections of general patterns."