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As a busy mother to 5, I am just wondering when do you all grade or check over your students' work? The independent history assignments I go over with them right after they complete them (as soon as I can meet with them next!), but I am more referring to assignments like math, language arts, etc. Do you just go over the previous assignment with them before starting the new lesson, or do you have a separate time to sit (without child) and check school work. I am thinking it would be easier to streamline and just go over all work directly with them (maybe the next day before we begin a new lesson) rather than trying to check it first and then go back over it with them.
Would like to hear what works for you all!
Thanks!

For math & grammar, I make my kids check their work when they are done against the answer key. I don't have 5 kids but I work from home and am very busy For spelling, we check it right then when they finish. For the written narrations when my oldest did Preparing last year, I usually sat with her for most of it but this year I just check when I meet her during one of our scheduled meetings and she shows it too me. I will also have them do any narrations at that time too. Poetry in CTC I still help with some but usually whatever she came up with is what it is. We don't really redo much at all there. I don't really check the History Projects or the Independent History box because I will see if it isn't done pretty quickly. And usually they are telling me what they are doing anyway. Science is my nemesis for checking because she does science last and I don't have any meetings with her scheduled after that. I am going to be honestly, I don't check her science Fail here! But, my oldest consistently answers things correctly and if she doesn't know an answer, she always tells me and we look it up together. If I were going to check her science, I would probably just have her leave it out and check it before dinner. Once there is answer key though, I am making them check it. For me, I have my kids check as much of their own stuff as possible.

I have 4 kids. I am teaching 3 of them, and helping my toddler a lot. So I can relate to the busy days.

I grade as we go. It works best for me, and then I keep up on it. So when one of them finishes math, English, science, or a written narration I go over it right then. If I find any mistakes I call them over to look at it with me; then we can go over the corrections together.

Blessings,

I'm sure I will refine this more as we get into CTC but for Preparing with my oldest, I had times of meeting with her. Part of those times were the T and S boxes, and part of it was looking over any work she had done independently. Math takes longer to go over than most of her other stuff, and longer to discuss. That is a subject their dad does with them so he checks it over in the evenings and sits down to rework any mistakes or explain concepts more thoroughly than I have time to do during the day. He goes over the younger kids' math too but I have already worked through it with them so I would say my husband teaches math to my oldest and just looks at it with the younger 2.

The thing I know is, the more careful and thorough I am with checking over work and grading, the better the work gets done, and I also get the chance to make sure she understands it, or see what she understands.

I can tell you what we have found that works for us, but we are doing different years and different ages than yours, so it may not apply to you. However, I do have five kids of all ages and stages!

I have found that my kids need me to check their work - not because they will slack off if I don't - but because it really affects the way they feel about school if they feel like they are doing all of this work and no one ever sees it or cares. My kids need to know that their work matters and that someone cares about what they are doing. I feel the same way about wanting someone to acknowledge the work I am doing (though I know that's selfish , but it's true), so I want them to feel validated in the effort they are putting forth.

I meet each morning for about 45 mins to an hour with my twins who are doing the WG guide this year. We go over the previous day's work together. We go over the Bible study, they read any written work they've done out loud (that appreciate someone hearing their work), we grade science together, discuss whichever boxes required discussion, etc. If there is a narration during the day, they will usually find me to do the narration right after the reading or wait until I'm free. We then go over briefly the day ahead and what I expect. They grade their own math daily and report their score to me in the morning when I record it. It helps me to stay on top of things and not feel like I'm losing control as well.

My oldest is doing the WH guide this year. She will find me during the day to give any narrations scheduled or any other assignment that requires discussion. Then, at the end of the day, I will grade her work. This does not take long at all, but this way she knows that the work she has done during the day is being looked at and evaluated. Some weeks, it is the end of the week before I get to it, but I try never to go longer than one week. It keeps her accountable and also helps her feel like her work matters.

I made rubric forms for the three high school kids so that I can assign a score daily to their work. This is not necessary, but it works for the way my brain works. This also helps them know that since they are receiving a score daily, the work should be complete and according to the directions, etc.

Hope this helps! Every family is unique and each one has to find what works best for their situations. I know it's challenging with many kids and being very stretched. It all works out in the big picture, though, so take heart!

I check my kiddos nearly as soon as they complete it. I work with students individually on the couch. Others start a stack next to me that I check as I have downtime (like when I'm reading for dictation, or a child is working some sample math problems to make sure they understand the lesson). Corrections are done and rechecked the same day.

I've learned (from unpleasant experience) that if I don't do this, the quality of work suffers.

StillJulie wrote:I check my kiddos nearly as soon as they complete it. I work with students individually on the couch. Others start a stack next to me that I check as I have downtime (like when I'm reading for dictation, or a child is working some sample math problems to make sure they understand the lesson). Corrections are done and rechecked the same day.

I've learned (from unpleasant experience) that if I don't do this, the quality of work suffers.

Ditto!

In Christ,
Julie

StillJulie wrote:I've learned (from unpleasant experience) that if I don't do this, the quality of work suffers.

I have done this too I really need to get better though with my own consistency. I can tell when I slack off to much, they slack off too.