In this Cult of Pedagogy article, high-school teacher Kristy Louden says it was incredibly disheartening when students looked at the grade on papers she’d carefully annotated and either tossed their paper away or consigned it to the depths of a backpack. “Wow, glad I put so much time into that assignment,” was Louden’s sotto voce reaction. “Not only did I feel like I had wasted my time; I felt like they just didn’t care. And then the snowball of thoughts would start: How will they survive if they don’t care about feedback? What’s going to happen in college? Or when they get jobs?” She confesses that this often led her to put off reading students’ papers for days at a time.
After nine years of suffering through this unproductive dynamic, Louden stumbled upon a process that has worked remarkably well for her.
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