This teaching gig is difficult at times. One of the little day to day difficulties is what I call the "do-over." Students hand in an assignment, and you grade it, record the grade, and hand it back, and one (or more) of the students wants a "do-over" so that they can hand it in again, and you can grade it again, and record it again, replacing the original grade.
There's certainly a place for revision in teaching at all levels. There has to be a way to try something, not get it right, try again, and maybe again and again, each time trying to get it better.
That's a really important part of the learning process. I build revision time into many assignments, both before the assignment is graded by doing peer editing (and meeting with students who come to office hours or make an appointment) and sometimes after (when I encourage first year writing class students to revise).
I also build in a different sort of revision by asking students to do small, low stakes assignments in a series. They don't do any one assignment more than once, but they write, say, ten journals over the semester, for a total of 10% of the grade overall; thus they can mess up a bit and figure out what's expected, and then do better as they learn (or get in the habit) to develop ideas more fully and write more fully.
There are also times when a "do-over" isn't appropriate, though. I don't let students "do-over" midterms, for example, or a number of other assignments. (And students don't tend to ask for "do-overs" of midterms.")
I get frustrated, though, when students expect a "do-over" of something that doesn't seem appropriate. That happened today. And then, when I'm frustrated, I blog.
Do students today expect more "do-overs" than students in my generation? (I have no idea, obviously, because I only knew what I was expecting as far as "do-overs" in my generation, and I was too afraid of professors to ask content questions, much less for a "do-over.")
When do you think a "do-over" is most helpful/approriate for student learning?
To what extent do student requests for "do-overs" come up against not pedagogical resistance but re-grading issues?