I like “the little transaction.”
I don’t have a paperless classroom and it will always be this way. I like the transaction that occurs when students actually turn things in.
When students turn in assignments, they walk over to the three stacked baskets (one for each grade that I teach) that stand at the corner of my desk. At times, if I’m standing or sitting there, I’ll notice when they walk up and I’ll take their assignment, skim through it and then drop it in the basket for them. It’s fun to see what they’ve been working on.
Sometimes they drop it in the basket before I get a chance to look at it. Then I’ll grab it right back out and take a look-see. Sometimes they say, “Here ya’ go!” Sometimes they say nothing. Sometimes, they’ll say:
- I don’t know what you’ll think of this…
- This isn’t very good, but…
- I really like how this turned out, and…
- This was hard…
- This was fun…
This little transaction gives me an opportunity to chat. To comment. To smile. To roll my eyes, even, and hand it right back. (Yes, that happened once… from a talented writer who had knowingly done a lackluster job and said as much when she handed it to me.)
This little transaction gives me the opportunity to read their first few lines, see that fresh and unexpected word they chose, and acknowledge it with “Interesting choice!” or “Wow. I can’t wait to read this later when I can concentrate better on it.”
However, when students submit assignments via Google Drive or in my Google Classroom account, I miss those little, yet significant interactions that are personal, encouraging, and necessary.
True, digital documents have their merits. It’s handy– at times, but only at times– to write comments in the margins of a student’s Google doc. That sometimes works. For example, in my seventh-graders’ PBL project, “Whippersnappers,” it’s useful when we’re on deadline because I can quickly type in my responses faster than when I handwrite them.
I can also type more comments on a Google doc than I can when I get carried away handwriting notes that tumble down the side margins and puddle at the bottom in a clump, where I draw a teeny little arrow directing them to the back for more. (I can’t help it.)
Also, I’m learning about alternatives to handwriting comments in the margins of a Google Doc. Supposedly, there are some app extensions out there that allow teachers to speak their responses directly into the student’s file. That sounds interesting and worth looking into further. That might restore “conversation” to the process.
So, while I am open to technology in my writing classroom, I still value the transaction that occurs when kids actually hand papers in.
3 thoughts on “Paperless classroom? No thanks.”
Exceptional. But it’s a battle. Not all teachers sre as committed as you apparently are.