The information below comes from a whitepaper released by McGraw Hill regarding the devastating effect procrastination can have on student performance. Here are some of the strategies they share from their research to improve student performance. I encourage you to read through the list and pick at least one or two of the ideas shared and begin to implement in your courses.
Instructors, remind students not to delay starting assignments! Make it a point to detect the early signs of procrastination and intervene with students who are lagging. If you’re using online learning management systems like Connect, you can use the system to look at patterns of student activity and engagement with the course that can help identify
which students may need a little extra assistance. Additionally, by taking some extra teaching steps and employing a few simple strategies, you can likely help the procrastinators before it becomes too late:
Intervene early: Intervene with struggling students before things go too far and grades suffer. Meet and work with them to develop a plan to successfully complete assignments and the course. Pay attention to early warning signs of struggle: late assignments, poor assignment quality, lack of communication, not responding to feedback, and displaying apathy. It also means being proactive and reaching out to students showing these signs and asking if and when, they started an assignment.
Use the data: The fact is, many students may not even know the unintended consequences of procrastination. Kick off the class with a short lecture or video presentation on procrastination. . . . Let them know that while procrastination is a natural behavior, those not staying on top of when they start an assignment have a greater likelihood of receiving a poor score and course grade.
Stay in touch: Ask students to notify you via email when they start an assignment. When about 75 percent of students have emailed you, reach out to the ones you haven’t heard from and encourage them to get started.
Measure progress: Administer mini-surveys to students to assess their progress on assignments and get involved with those who are not tracking to deadlines, or the assignment start threshold.
Monitor: Actively monitor student assignment start times in the online learning management system. When about 75 percent of them have started an assignment, contact the remaining 25 percent to get them started.
Nudge and repeat: “Nudge” them to start assignments with plenty of time before the due date. Repeat this message throughout the course, weaving it into weekly emails,
discussion posts, or any time you’re communicating with students. Use the carrot and not the stick and nudge them with extra credit for early assignment submissions.
Manage time: Integrate and lecture on-time management strategies in the first class. Listen to their ideas, provide feedback, and be clear that an important strategy is starting assignments early enough to do well on them.
Practice reflection: Early in the course, ask students to write a self-reflection paper or email on how to avoid procrastination in this course and in their college career. Have them be specific in identifying their habits and recommending specific solutions.
Text and call: Send a group text to the class reminding them to start an assignment. Or give them a call if you think they are starting an assignment late—it might just help to light a fire and get them moving on an assignment. One-on-one conversations might also reveal a student who needs assistance and an opportunity for you to help get them on the right track.
Make a timeline: Ask students to turn in a short project timeline outlining when they plan to start an assignment, meet deliverable milestones, and their strategies for staying on track. Review assignment grades and contact students who received less than a “B+” and discuss how they did the assignment work relative to their timeline. Provide helpful feedback for the next assignment and timeline.
Check-in regularly: Touch base with students, get them thinking and talking about starting assignments and making progress. Reminders can happen via text, email, when soliciting feedback or commenting on their work, or even dropping a thoughtful “don’t
procrastinate” note in the student chat room. Be proactive and show students that you’re interested in setting them up for success.