Developing Grit: A Guide for Parents

Grit, as it pertains to behavior and motivation, has been a popular buzzword in the education world as of late. Perhaps the reason that it has taken center stage is the fact that today’s adolescents are overwhelmingly lacking in grit. Merriam-Webster defines grit as “firmness of character; indomitable spirit.Grit, however, is much more than sheer determination. Furthermore, grit should not be misconstrued as a trait of stubbornness. This characteristic is substantially more complex than the unwillingness to accept failure, and yet, it has a great deal to do with one’s failures. As Angela Duckworth, who’s garnered a following after her TED talk on grit, claims: grit should be defined as “perseverance and passion for long-term goals.”

With such an emphasis on grit, or rather, the absence of it among today’s youth, it is an essential topic of discussion for parents. What does grit look like? What is the danger of an absence of grit? Since it is such a crucial attribute, how can we ensure that our children and teens develop grit?

A world without grit:

If we were to describe today’s young people in one word, including my own fellow millennials, our generation and those that have followed could be considered “soft.” Coddled, entitled, and sheltered also come to mind when I think about young people today. Some may not know it, but this “softness”—this inability to persevere or handle setbacks—is indicative of a lack of grit.

The unfortunate (and terrifying) truth is that many of today’s recent high school graduates, though perfectly capable applicants on paper, are abysmally ill-equipped to thrive on their own at the university level. Most likely, much of primary school was smoke and mirrors—students were given an A for effort, innumerable opportunities to reassess or resubmit assignments, and gratuitous applause. While it is important to reference the value of self-esteem, the pendulum may have swung too far in the direction of sensitivity.

Parents need to be aware of this lack of grit, because teachers, professors, and employers certainly are. What we are seeing now is that the slightest difficulty, obstacle, or discouragement renders today’s teens completely helpless—any effort or motivation that they may have had for their end goal becomes dashed by fears of failure the moment they sense anything less than perfection on the horizon. Teens are so used to unwarranted praise or the metaphorical “participation trophy” that they are incapable of picking themselves up by their bootstraps, getting back on the horse, dusting off to try again, and any other euphemism alluding to grit. We are raising the “1-and-done” generation, who would rather sell themselves short than experience a nanosecond of discomfort, failure, or rejection.

Without grit, teens become young adults that, while dutiful followers, will never risk failure for a leadership opportunity. They will choose predictable or comfortable stability over spirited, or self-determined, trailblazing every time. They will blame any setback or perceived rejection on the “powers that be” or anything outside of their control. They will consider any criticism as an attack, as opposed to an opportunity to reflect and grow with that knowledge. Students lacking grit become adults who only explore inside the box, and only play when the odds are in their favor.

One of the most “gritty” writers said it best:

“Failure taught me things about myself that I could have learned no other way…It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.” J.K. Rowling

Read on to find out more about the correlation between grit and failure, as well as tips for encouraging grit at home and in school in Part II of Developing Grit: A Guide for Parents.

How to Solve Problems with Peers: Elementary Schoolers

Conflict resolution is a skill that children, teens, and even adults encounter on a daily basis. From minor tiffs or disagreements, to outright arguments, conflicts can arise quickly and seemingly out of nowhere. For elementary-age students, conflict resolution is a key component of socialization that prepares children to make, strengthen, and salvage friendships and peer relationships.

Employ communication skills

Elementary schoolers may find themselves unprepared to deal with certain conflicts. This happens largely because of an inability to communicate their feelings without allowing emotions to take over the conversation. Help young students by providing them with “accountable talk” sentence frames to get a positive conversation started.

“I feel ___________________ because ___________________.”

“What I meant by saying that was ___________________.”

“Instead, I should have said ___________________.”

“The real reason I reacted by ___________________ was because ___________________.”

These sentence frames allow children to own and explain their feelings without blaming or attacking the other party. It also encourages students to talk about how certain actions can cause problems for or have an effect on others. Teachers, counsellors, and parents may want to consider modeling a pretend conversation or skit in which they practice using the accountable talk model. Also, be sure that elementary schoolers have a mediator present for these conversations. This adult can ensure that students stick to the script, so to speak, so that the mediation continues in a positive, productive manner.

If things escalate, allow time to cool off

Because of immaturity or lack of experience in dealing with conflict, elementary-aged children can allow their emotions to take over quite abruptly. When tempers flare between peers, provide students with time to calm themselves and collect their thoughts. The last thing that we want is for arguments between students to turn physical. Provide students with quiet places, removed from the rest of their peers. Reinforce the fact that this is not a punitive “time out,” but instead an opportunity to relax and settle.

Some students benefit from writing down, sketching, or drawing their feelings or their side of the conflict. Place sketch paper and pencils in the cool down area to encourage students to journal or draw. Some teachers have found that cool down reflection sheets with guiding questions about the incident have been beneficial for mediation. Teachers may also consider providing students with a visual to gauge their level of composure. Use a number scale or color wheel to help students identify how much time they need to cool down. If they register a “5” or red on the color wheel, they certainly need more time to calm down. Allow students to reach “1” or blue before rejoining the class or starting a mediation.

Practice perspective-taking using summarizing or paraphrasing skills. Many conflicts, if not all, arise from a difference of opinion or different recollection of an incident. A child’s brain is practically hard-wired to accept only one perspective—his own. It is not until maturity that people develop the ability to take another’s stance, see an alternate perspective, or enact empathy. Therefore, children need practice and prompting in order view the situation from their peer’s perspective. Practice this by using listening strategies, in which peers will listen to, paraphrase, and respond to their peer’s account of the incident. Remind students that their summary or paraphrasing must hold true to what their peer said—they cannot deviate from the classmate’s account, or add their own interpretations. This is difficult for children to do; however, reassure them that they too will get the opportunity to speak and be heard by their peer.   

Teaching Inclusion in the Classroom

General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account. One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.

One best practice that supports inclusion is to vary the output of information. By this we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction. Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.

Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways. This means that, not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.

Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics. The point is, when students are engaged, learning not only flourishes, but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner, but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so may be their interests.

This is where building relationships with students becomes essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.

New Year’s Resolutions for Students

It’s that time of year again—the new year, when many of us set impossible goals or make empty promises to ourselves about “bettering” something in our lives. Do you know there’s a better way to set achievable goals?

When I instruct my students about reflecting and goal setting, I use the popular SMART goals method, an acronym that helps direct us to make goals that are, well, smart. The same directives that we use in the classroom to set SMART goals can be easily applied to students’ papers about New Year’s resolutions, a short writing task that I give my students on the first day back from winter break. I, too, will use the SMART goals method to set and reach my own personal New Year’s resolutions this year. But how exactly can we weave SMART goals into resolutions for students?

Let’s take a look!

The acronym varies slightly among teachers and educational resources, but the basic expectations of SMART goals are seen below:

Specific (simple, straightforward)

Measurable (meaningful, monitored)

Achievable (attainable, agreed upon)

Relevant (reasonable/realistic, results-oriented)

Timely (trackable, tangible)

Much like setting SMART goals, students’ New Year’s resolutions should be specific or straightforward, meaning that “Do better in school” would not make the cut. We must prompt students to specify exactly what they hope to change or achieve. Ask questions like, “In which class or classes do you want to see improvement?” “What grade do you consider to be ‘better’?”

A measurable or monitored resolution should be quantifiable; it must involve progress that can be tracked. Ask students how they plan to track or measure the progress, and how often they should check-in, evaluate, or adjust based on the measured progress. For instance, if a resolution is to improve their timed mile run by dropping 30 seconds, encourage them to keep time logs, workout schedules, and other exact measures of their progress.

An achievable resolution is one that is within the realm of reality—and students need to be aware of this fact. Resolutions must be attainable and realistic. While we teachers should not dash dreams or cut anyone short of their highest potential, we also need to help students realize what is and is not achievable in the manner or timeline they have allotted. If a student’s resolution or goal is to win the state’s 1st place mile, but they have never run any sort of distance race, their aim is set much too high. This is not to say that they cannot one day reach that level, but this resolution should detail smaller steps in an effort to reach that point in the future.

Depending on a student’s age, the achievable factor should be agreed upon, meaning that a parent or other adult figure is “in” on the accountability of the resolution. Relevant resolutions should be goals that matter on a larger scale. If a student wants to focus on family time, a resolution might be to keep the cellphone off and away during meals, gatherings, and other family activities. This goal is certainly achievable; there are no outside factors that could disrupt the goal. The student simply has to be mindful of his or her presence during family time. It is relevant because the cell phone is a likely distractor during conversations and meals.

Finally, a timely resolution is one that has a definitive starting point and incremental check-ins. When writing a New Year’s resolution, students should ask themselves, “What can I do today to work towards this? What can I do two weeks from now? Two months from now? What would this resolution look like in 6 months? Working towards the resolution or goal should start right away—as we all know, procrastination is a surefire way to derail our progress.

How-to Proofread: For High Schoolers

Once students have reached high school, writing becomes an entirely new beast. From the research project, to a multi-page literary analysis, high schoolers are somewhat expected to have crafted their writing skills to a certain degree. Aside from college, where many of them will be analyzing scholarly articles and writing 20, 30, 40 page papers, high school writing tasks are as advanced as they have seen thus far. Perhaps even more surprising to students, is the fact that lengthier writing assignments will occur in every class, not simply English. With this knowledge, it is essential that high school students improve in their ability to proofread.

  • High school students can use cooperative learning strategies to proofread and peer edit more efficiently. For example, if three students decide to peer edit as a group, one group member should focus his criticism and editing to one area, grammar, for instance. While one group member reviews all three papers for grammatical missteps, another should focus solely on vocabulary, word choice, and spelling. This person should be accessing online thesaurus and dictionaries to ensure that terms and phrases are appropriately used. Finally, the third member of the peer editing group should be in charge of examining content—that is, does the writing masterfully address the prompt? With the tasks split up in such a way, students are more inclined to provide solid, effective feedback—as opposed to the smiley faces and “Good job!” that we teachers are so used to seeing after a peer edit.
  • High school-level writers can streamline their proofreading practice by using symbols or digital highlighting tools to flag errors or areas of need in their writing. Students may want to read their paper through once simply to identify where any issues lie. During this process, they will only mark or highlight areas in the paper where they should revert back to during revision. After issues are highlighted, writers should go back into their paper with a more fine-toothed comb approach. This means that, now that weak or confusing areas in the essay have been identified, they can really dig into making corrections specifically on the sentence level, correcting one line at a time.
  •  As many times as we tell students, it still baffles me that they disregard the warning: DO NOT RELY ON SPELLCHECK! By high school, students must be proofreading on a cognizant, deliberate scale—simply correcting all of the red squiggles will not suffice. Moreover, many spelling or grammar mistakes are mislabeled or ignored by spellcheck software. High schoolers must be prepared to take proofreading into their own hands; their knowledge of writing skills is much more reliable than the computer’s spellcheck.

High schoolers can raise the bar when composing written work by proofreading for sentence variety. They should be prepared to do some major rewriting when sentence variety and complexity is the focus. High school-level writers should be aware of certain clauses and the punctuation that accompanies them. More importantly, students will want to double check that their writing is fluid, clear, and varied on the sentence level—this makes for an elevated paper


How to Proofread: For Elementary School

Writing is an essential skill that children will encounter in every class as they progress through their education. An important aspect of the writing process that is not always explicitly taught is proofreading and editing. These skills are honed over time, but it is never too early for young writers to begin learning the ins and outs of proofreading their work.

  • For elementary schoolers that are just beginning the early stages of the writing process, the entire task can seem daunting, unfamiliar, and complex. Thus, it is important to ease into new writing concepts. One thing to start with is to teach students that proofreading is not an optional step—but instead, a crucial part of the writing process that should not be skipped or rushed through. The sooner young learners begin the process of checking their work, the better. The concept of proofreading and self-checking is beneficial because it translates into every academic content area. Students that proofread their writing likely double check their math, science, etc. It shows elementary schoolers that proofreading is not only about checking for errors, but taking a more active role in their learning. This sense of agency and self-advocacy is immensely important as students transition from elementary school to middle school.

  • Prepare students to begin proofreading by looking at one thing at a time. For instance, elementary schoolers may want to begin simply by looking for spelling errors. Narrowing their focus to just one aspect of the writing lessens the daunting feeling of having to perfect the writing in one fell swoop.
  • Once spelling errors have been identified and corrected, encourage students to look now at punctuation and sentence structure. Does the punctuation and capitalization appear where necessary? Are the sentences clear? Are there transition words when needed? Can we possibly combine any sentences to increase the complexity level? Of course, some of these skills require explicit instruction, some of which will come later in elementary school language arts
  • Encourage elementary schoolers to proofread aloud. This not only helps them catch their errors, but provides them with an opportunity to hear how their writing is progressing. Parents, peers, and teachers can model this process as well. It helps to provide young writers with a few guiding questions while they are proofreading out loud, such as “Am I using specific vocabulary?” “Do I need to include commas or periods to indicate a pause or stop?” “Are there any words or sentences that are unclear or confusing?”

  • Perhaps the most important question that young writers should ask themselves before, during, and after proofreading is: Does my writing answer or address the prompt or question? Often times, especially with children that are just beginning to learn writing skills, the work takes on a mind of its own—kids get so into what they are writing, that they lose sight of the original purpose or focus. One way to help elementary schoolers identify this lack of focus or cohesion, is to provide visuals of the prompt, sentence frames, and checklists for final drafts.  


Self-Sufficiency: For the Middle School Ages

Self-advocacy, responsibility, and independence are life skills that are certainly called upon once children reach middle school. No longer do they have one teacher that is responsible for knowing all of their assignments for each subject, nor do they have recess to run off their excess energy. Additionally, homework, reading assignments and lockers all make for a challenging transition from elementary school to middle school.

Middle school is also the time when teachers and parents begin to expect students to have more of a handle in their own schooling—meaning that they take on the active role, while parents help more from the sidelines. That said, middle schoolers who are underperforming or struggling socially may be experiencing the ripple effect of a lack of self-sufficiency. To combat the dependence that may not have been shed during elementary school, you can still help middle schoolers build a strong foundation for self-sufficiency.

  • “My job, your job, our job” is a common strategy that teachers use when introducing class expectations in middle school. Parents, too, can take this straight from the teacher’s playbook to use at home. Very clearly explain the expectations for completing homework each night. Families can set up these expectations together so that everyone is in agreement from the get-go.
My Job (child) Your Job (parent) Our Job (child & parent)
Write down my homework for each class before leaving the classroom Provide child with agenda book or calendar for organizing assignments Keep technology out of the homework area during work time
Organize items that must be returned to school Double check that a “bring back” folder does, in fact, return to school in the backpack Track grades online
Complete all homework assignments to the best of my ability Support homework time by removing distractions and assisting when necessary Email/contact teachers if assignments, due dates, or grades are unclear


  • Encourage middle schoolers to clean up their own messes and tackle their own problems. If your child forgets her project on the kitchen counter, pause a moment before you speed to the school to deliver the assignment. Yes, if you don’t rush to her rescue, she will have to suffer the consequences of forgetting the assignment, but the lesson that she will learn will be invaluable. She will have to talk to the teacher, negotiate an alternative option for submission, and take responsibility by accepting the late credit.
  • How will suffering the consequences do any good? Think about this like removing the training wheels. Your child may take a spill, but they’ll never learn to ride the bike if the training wheels are always on to hold her up. She will remember this moment the next time a large assignment rolls around, and will surely double check that the project is in her backpack before she heads out the door.

  • Set high expectations while also praising effort, even in the face of failure. Self-sufficiency truly blossoms when children learn to pick themselves back up. Every time that they solve a problem, fix their errors, and give it another shot, they are developing grit and self-sufficiency. The knowledge that they can strategize and attempt challenges on their own builds confidence and self-esteem—two qualities with which many middle schoolers likely struggle.

Self-Sufficiency: For the Elementary School Age Group

Raising a self-sufficient child is essential for emotional development, as independence boosts confidence, promotes responsibility and problem-solving skills, and rewards determination. Independence and self-sufficiency are life skills that should be taught earlier, rather than later. If not learned during childhood, acquiring independence can be like putting toothpaste back in the tube.

Take a step back

A more hands-off approach to certain tasks when attempting to teach self-sufficiency shows children that you believe in their capabilities. When you take a step back and let them try on their own, children gain a sense of confidence. You are demonstrating to them that you believe in their abilities to accomplish something on their own.

Furthermore, taking a step back helps children to develop problem-solving skills. Of course, they feel reassured by the fact that you are there if they need you, but trying something on their own teaches them how to assess, approach, and tackle a problem. With every trial and error, a new skill or lesson emerges. Children who take on a task independently will also be more willing to take risks. The confidence that they are finding allows them to step outside of their comfort zone a little further. They are comforted by the fact that their parents are there to support them if necessary, so taking a risk is less intimidating.

Give them responsibilities

Another way to teach self-sufficiency and show children that you have every confidence in them is to provide them with responsibilities. You should tailor these responsibilities based on age and capability, of course, but even preschool-aged children can begin to gain independence by accomplishing small tasks on their own. Provide young children with a visual or checklist to begin the new responsibility. This will serve as a guide and visual reminder that they are responsible for completing that task. For instance, if you want your kindergartener to complete her bedtime routine on her own, provide her with a to-do list until she gets the hang of it. This acts as a scaffold or support until she has mastered the responsibility.

Perhaps you may want to use a token reward system when introducing a new responsibility. You can assign tokens for certain jobs, and dock tokens if necessary. If your child neglects her responsibilities, have a conversation about the importance of task completion and accountability. Show her that you know that she is capable of completing her responsibilities—this vote of confidence reminds her that she can do it on her own.

Allow children to make mistakes

A major part of self-sufficiency involves the ability to pick ourselves back up after a misstep. If parents constantly intervene to amend a situation, how will children ever learn resilience, determination, or culpability? Making mistakes also teaches children about how consequences work. They will be less likely to make that mistake again if they realize the consequences the first time.

Of course, it is difficult for parents to sit back and allow the mistake to be made. However, so long as the error is not a major stumble, the ends justify the means. Self-sufficiency blossoms when children take responsibility. For example, if your child did not do his homework, set the expectation that he will have to tell his teacher and make up the assignment. He will realize that his actions matter when he has to face a consequence.

Digital Tools in the Classroom

Especially now, with the rise of technology in the classroom, teachers have practically unlimited methods for teaching, assigning, and grading student work. Features within forums such as Google Classroom, Flocabulary, Read180 Universal, PowToon, NewsELA, etc., allow for student choice, engagement, and differentiation. While the options and methods are seemingly unlimited, there are a few things to consider when it comes to utilizing classroom technology effectively.  

To ensure that the digital classroom is an asset, instead of an obstacle, for students and parents, educators will want to address the following concerns before planning and implementing:

  • Is the technology adding to the student’s understanding of the material, or is it simply technology for technology’s sake? If teachers cannot readily identify how the digital tool is adding a layer of complexity, relevance, choice, or differentiation, then the tool may be better utilized for another task. What we do not want is for the learning to be secondary to the digital forum. For example, if students are using PowToon or Prezi for an assignment, then the objective should be something related to summarizing, paraphrasing, simulating cause and effect, etc., since those are skills that the digital tools support. Those two particular digital tools are more geared towards public speaking or presenting, so an objective for speaking and listening should be a component, as well. 
  • How much scaffolding or frontloading will the technology involve? As teachers, we know that time is limited, as we are constantly moving students from one skill to the next. A worst-case scenario would be for the digital tool to become a “time-suck” in the unit. More than anything, the technology should be comprehensive and user-friendly, so that it does not become an obstacle for students to demonstrate mastery.
  • How much of the student’s grade will be determined by the proper use of the technology? Again, if the objective is for students to relay research that they have gathered in a focused and organized way, then the technology feature is simply a small aspect of that task. Consequently, if the objective is for students to construct a timeline of a story and present the animation, then the technology becomes more of a vital component. 
  • Can the use of the digital tool be optional? Another recommendation when considering student choice is to provide the option to not use the technology to demonstrate mastery. For some students, technology can be scary because of their unfamiliarity with it. For others, computer or internet access at home may not be a possibility. Teachers should be wary of only using digital creations or submissions, as this would mean that some students can only work on an assignment or project in the classroom—not at home. 
  • Are my digital posts, grades, and assignments easy to access and displayed clearly? When using a digital classroom like Google Classroom, teachers should be sure to make their digital forum as accessible and transparent as possible. At open house or parent conferences, teachers should consider inviting parents to sign up to the virtual classroom. This provides parents with their own means of logging into and monitoring the virtual classroom. Guardian access also allows parents to set email alerts anytime a new announcement, assignment, or grade is posted. This means that parents receive notifications in real time, as opposed to having to wait for their child to bring home the new assignment or rubric. Guardian access also allows teachers to post entire lessons, documents, and reading to the classroom. This type of transparency provides parents with a peek inside the day’s activities and lessons. With documents posted, there will also be a backup option for parents if their child has lost or forgotten the paper copy.

Monitoring Grades and Assignments: Tips for Parents

The rise of technology in the classroom has undoubtedly changed the way in which assignments are structured, dispensed, completed, and graded. With many assignments being posted, completed, and assessed through a password-secured online forum, it is no wonder that parents are left scratching their heads. Though the technology provides a sense of ease for teachers and students, parents may struggle to get their hands on tangible assignments, grades, and feedback.

There are a few tips that parents can employ to help to ensure that the digital classroom is an asset, instead of an obstacle, for families.

  • Ask your child’s teacher for “guardian access” to online forums like Google Classroom. This provides parents with their own means of logging into the virtual classroom. Guardian access also allows parents to set email alerts anytime a new announcement, assignment, or grade is posted. This means that parents receive notifications in real time, as opposed to having to wait for their child to bring home the new assignment or rubric. 
  • With the rise of available classroom technology, many schools are adopting a “paperless policy” for most class documents. If tangible copies of assignments and other classwork are preferred, consider printing the documents from home and reviewing them with your child. This strategy allows parents and students the opportunity to look closely and review the assignment or project together. Printing the rubrics or assignments also allows children to have a tangible copy at home, in addition to the digitally posted document. Parents can also print the graded work from Google Classroom to review the comments and suggestions that the teacher has left. 
  • With the option to print and review teachers’ comments, suggestions, and edits, an excellent practice is for parents and children to review the feedback while simultaneously going over the rubric. This allows children to see exactly how their errors translated into the grade that they received. Not only does it provide clarity by showing that a grade is not an arbitrary score, but it allows the opportunity for students to review and discuss their strengths and weaknesses. With the prevalence of reassessments and rewrites, students can also use this review as a starting point for their second draft or attempt at the assignment. 
  • If only the grades are showing up online, and the actual assignment or test is not coming home, ask your child if the tangible paper has been returned. It is possible that the paper copy, once returned, was shoved haphazardly in a binder or locker. Consider creating a “bring home” folder of all graded work. This can be a simple pocket folder in which your child keeps any returned graded work. This way, you can collect, organize, and monitor assignments for your child until he or she is ready to take on that responsibility independently. 
  • Often times, your child’s digital classroom includes a weekly or monthly calendar with due dates, PDF copies of handouts, class notes, and other key information. Parents can either print the calendar, or create their own in tangible or digital form. Transfer or copy all of the due dates onto your parent copy of the calendar and post the monthly assignments on the refrigerator or someplace else that is accessible. This provides children and parents with a constant reminder of approaching deadlines and other important school events.