The first reaction, "They knew it was supposed to be turned in and they did not get it done. There are consequences in real life and the chance for 'do-overs' is the exception, not the norm. The students have to learn to be responsible and own the consequences that come with their choices. By not giving them the grade they earned, a zero, we enable them and will most likely see them make the same decision later on."
The second reaction, "They did not get their assignment turned in, but it is important they master the material because they will need it for future lessons. By not having them complete the assignment, I am increasing the likelihood they will fail in the future. But, any frustration or concern the student may feel will be amplified if I continue to allow them to fail. How much additional time and opportunities should I give them when it is their choice and they continue to make the weaker decision?"
This is something that occurs on a daily basis in our schools. Those that follow the first reaction are not completely wrong. The same goes with teachers with the second reaction. I believe it's a balance between the two, but it becomes even more complicated when we start looking at individual students. Some need more assistance. Some need more consequences. There is not a one size fits all answer. What works for one student does not work with another. We are constantly trying to find the best answer, but it is a moving target. We can hit a home run one day and strike out the next. So, how much do we help students and how much should natural consequences come in to play?
There are also differences in what the parents want for their kids. Some parents want us to let them fail to teach them responsibility. "They must learn from their mistakes!" Other parents want teachers to teach responsibility and give multiple opportunities and constant communication. This is another moving target as not all parents have the same beliefs/ideals. I believe communication is essential, but even then there is always the chance of differing ideas between teachers and parents, making it difficult to find common ground.
I believe there must be a balance. Students need to be responsible, but we must recognize and act upon opportunities to teach responsibility. Students need to be responsible, but teachers need to recognize the ones who are not responsible and take appropriate action to reinforce positive, responsible actions. Continual communication with students and parents is essential, but at some point students must put forth effort to be responsible. The question becomes, "Where is the fine line between too much and not enough?"
