Mrs. Telsman might need to consider the amount of assignment she is assigning the students. She might be able to enlist the help of a teachers assistant to grade simple papers. It might be a situation for students to grade the papers together in the classroom. It is important for teachers to return assignments graded to students in a timely manner so they have an opportunity to see their errors and make improvements. Practice is good for students but not if they cannot have feedback to determine the quality of their work.

There is plenty of research based instruction where the students take on the responsibility of learning, and the teacher is more of a facilitator. I recommend she implements a few of these types of lessons, so that she has some extra time to get caught up. Once she is caught up, she may consider some alternate methods of assessment.

I agree with solution one where she needs to consider how many assignments she is handing out. If she can not keep up with grading she should not continue to hand out so many tasks. Also she may need to time management tips. She could provide a silent reading time for her students and during this time is when she can grade the necessary papers.

I feel that Mrs. Telsman could definitely stand to diversify her grading strategy. Certain projects can be self, or peer graded. While being able to grasp the student's understanding is very important, these sort of checkups that require grading should at most be done weekly. Any more and you will swamp yourself with graded material.

I think Ms. Telsman should consider other forms of assessing her students. She can know that her students are understanding something or not without collecting everything they turn in. She could do some observations while they work (and then just check next to their name if they get credit for the day), have students self-assess themselves, have students grade EACH OTHER'S work, create online assignments that can be graded automatically, or even have students do their work in a journal and collect that journal once or twice during a semester or grading period.

Mrs. Telsman may want to ask an advanced learner to assist her with grading papers.

Some teachers allow self-grading. When I was in school, especially with spelling tests, we would go over them together as a class at the end. This helped us learn and we did not have anxiety waiting for a grade. We knew on that day. This may work for certain things. For things like math where there is partial credit, this may be an issue.

It may be helpful to have students assist in grading the papers. Teacher may pass out papers and have students grade as he/she goes over answers. Another suggestion would be to try to grade during free time or take papers home. Another suggestion would be to assess how much work teacher is giving student.

It is important for Mrs. Telsman to assign homework in a timely manner and grade it back in the same way. She should like at if she is assigning too much homework for the students or too little. As of now I would have another teacher or intern possible help to get her caught up or have a catch up day at school.

Depending on the age of the students, some assignments they should be able to trade with a buddy and grade the papers as a class. I remember doing that a lot in high school.

I would consult administration over this issue. This isn’t a battle you want to face on your own.

I think Mrs. Telsman should change the amount of graded assignments she is giving out. Things that are done in class for practice as a whole class can be turned in and given check marks for completion. She would still look over it briefly to see if there are major errors but not grading each question because they should be mostly correct since they were done together. Also she could set certain days aside for grading during planning time, for example Tuesdays and Thursdays.

There is plenty of research based instruction where the students take on the responsibility of learning, and the teacher is more of a facilitator. I recommend she implements a few of these types of lessons, so that she has some extra time to get caught up. Once she is caught up, she may consider some alternate methods of assessment.