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The Big List of Classroom Jobs for Pre-K–12

“Everyone who is in the classroom takes care of the classroom.”

Classroom jobs are an amazing way to build a sense of community in the classroom. Assigning your students daily or weekly tasks gives them a sense of responsibility and ownership for their learning environment. In addition, classroom jobs teach kids important practical skills that they will use throughout their lifetime.

With the help of our friends in the We Are Teachers HELPLINE group on Facebook, we’ve gathered a list of 60 classroom jobs for students from preschool through high school, as well as some tips from teachers. All of the jobs may not apply at all levels, but they can be adapted for kids of any age.

Tips From Teachers

“Everyone who is in the classroom takes care of the classroom.” — Kathryn R.

“It’s really important for students to have a ‘job’ each day. The purpose of having classroom jobs for our students is to instill a sense of responsibility for their learning environment.” — Kristin G.  

“I have actually had better success with choosing two students at the beginning of the week to do the jobs like messenger, lunch table washer, etc. The rest of the classroom jobs, like straightening the book shelf, cleaning the floor, etc., is all hands on deck. It’s ‘our’ classroom so everyone pitches in on those jobs. It has worked wonders.” — Sandy S.

“Every child has a classroom job. They love the responsibility, it helps with behavior, and it helps create a positive classroom community.”— Carolyn N.

Classroom Jobs

1. absent-student helper.

This student checks in with classmates when they return from an absence to make sure they know what was missed and are aware of upcoming assignments. They also send an encouraging message to students who are out for more than two days.

2. Announcer

The chosen student will be the teacher’s personal megaphone, using a LOUD voice to make any announcements for the teacher. (Especially helpful for teachers who are prone to laryngitis!)

3. Assistant Teacher

Be available to answer student questions if the teacher is busy with other students. Be in charge if the teacher is on the phone or has to step out of the classroom briefly.

4. Attendance Reminder

Speaking from personal experience, some teachers seem to have a mental block when it comes to turning in attendance. This student will help their teacher remember to let the office know who’s there and who’s not.

5. Bathroom Monitor

Check bathrooms to make sure they are clean before students go in and after students come out. Monitor traffic to make sure only three or four students are in each bathroom at one time.

6. Birthday Manager

This student keeps track of classmates’ birthdays and checks to see if they want it publicly acknowledged or not. If they pass, the birthday manager discretely gives them a card on their special day.

7. Book Recommendations Chart Monitor

Make sure that the leaves on the Book Recommendations tree are still attached and the suggestion box supplies (leaf cut-outs and pens) are neat and organized.

8. Botanist

@LexMontessori/practical life skills via X (formerly Twitter)

Take care of classroom plants. Water on schedule. Remove any dead leaves. Wipe away any spilled dirt.

9. Brain Break Chooser

Select the activity for classroom brain breaks.

10. Breakfast Monitor

Pass out breakfast bars and other supplies. Make sure trays and trash are returned to the breakfast cart.

11. Caboose

@Camille Phillips/Carver Charter School via Texas Public Radio

Be the last person in line and make sure the line is staying straight and together.

12. Calendar Helper

Change the date on the daily calendar or classroom whiteboard.

13. Cell Phone Security

Monitor the cell phone check-in area to make sure all students are checking their phones in. Take note of anyone gathering around the cell phone storage area. Make sure students are not sneaking their phones out.

14. Chair Stacker

Church Interiors/stackable chairs via churchinteriors4kids.com

Unstack chairs at the beginning of the day, and make sure all students have stacked their chairs at the end of the day.

15. Class Ambassador

Be the special assistant to substitute teachers. Answer any questions they may have. Help them with anything they ask you to do.

File papers for the teacher.

17. Compost Specialist

Onfokus/boy emptying compost via iStock

Empty the compost bin and make sure it is rinsed out at the end of each day.

18. Cubby Checker

Make sure all backpacks and coats are hung on hooks. Make sure all personal belongings are tucked neatly into cubbies, not on the floor.

19. Desk Inspector

Make sure all students’ desktops are neat and tidy before the class leaves the room for lunch, recess, or specials.

20. Door Manager

Two-person job: One person holds the classroom door when students are leaving the room. The other opens and holds the door when class is going into the computer lab, library, lunchroom, etc.

21. Floor Sweeper

India Today/students sweeping via India Today

Two-person job: After everyone picks up paper scraps, school supplies, etc., off of the floor at the end of the day, sweep any debris into the dust pan and dispose of them.

22. Friday Folder Helper

Make sure Friday folders are organized in alphabetical order. Check folders on Thursday afternoon to see whose folders are missing and ask them to bring their folders in on Friday. Help stuff Friday folders if a parent volunteer needs help.

23. Greeter

Answer the door when someone visits the classroom. Answer the phone when it rings.

24. Hand Sanitizer

Give a squirt of hand sanitizer to every student who wants one as the class leaves the room for lunch and when they come in from recess.

25. Homework Checker

Use the homework clipboard with the class name list attached to mark who has and who has not turned in their homework every day. Leave the list on the teacher’s desk.

26. Job Board Monitor

Primrose Schools/girl job chart via primroseschools.com

Make sure the job board is in good shape (no parts have fallen off or been moved). Move cards (or clothespins or Popsicle sticks, etc.) when the time comes to rotate jobs.

27. Joke Teller of the Day

Close your day with a little humor. This job can be for one person or a pair of students who look up a particularly funny joke to tell at closing circle.

28. Kindness Detective

Try to “catch” classmates performing acts of kindness and record their names and good deeds on a kindness ticket. Put the tickets into the bowl on the teacher’s desk so that those students can be recognized at Friday circle.

29. Librarian

Tickled Pink in Primary/boys organizing books via tickledpinkinprimary.com

Make sure all classroom library books and textbooks are put back neatly on the proper shelves. Once a week, make sure school library books are put into the classroom basket before class leaves for library. Choose a friend to help carry the basket to the library.

30. Lights Monitor

Make sure lights are turned off each time the class leaves the classroom. Turn lights back on when the class returns. Monitor the lights whenever the teacher needs assistance.

31. Line Leader

Lead the class down the hall in a responsible and respectful way whenever they are going somewhere. Pay attention to teacher directions and stop the line whenever directed to do so.

32. Lunch Luggers

Paul Solarz/boy with lunch basket via Weebly

Many classroom teachers use laundry baskets to hold students’ lunch boxes. The team of luggers is responsible for carrying the basket to the cafeteria and returning it to the classroom after lunch.

33. Lunch Count Recorder

Help the teacher with hot lunch/cold lunch count each morning. Take lunch count tickets down to the cafeteria.

34. Morning Message Scribe

This student is in charge of writing an inspirational quote or message on the board each morning.

35. Paper Passers

Guadalupe Centers Elementary/girl passing paper via showmekcschools.org

This student will help hand out and collect papers whenever the teacher asks for assistance.

36. Mystery Box Manager

Choose an object from the classroom (secretly) and put it in the mystery box. Write clues about the mystery item, then read the clues aloud during circle time and pick students to make guesses.

37. Noise Monitor

Help monitor the noise level in the classroom. Encourage students to be respectful when it starts to get loud. When the teacher gives the signal, turn off the lights until it quiets down.

38. Nurse Escort

This student accompanies anyone who needs to take a trip to the nurse’s office. Once they safely transport their classmate, they can return to class and report any news they may have.

39. On Call

Be ready to be a substitute for absent students who are not there to do their job.

40. On Vacation

Take a break! You’re off-duty this week.

41. Parent Communications Manager

Pass out notes that need to go home to families. Help the teacher keep track of signed permission slips that come back.

42. Pencil Patrol

Collect any stray pencils at the end of the day. Sharpen all pencils and place them in the “Sharp Pencil” holder.

Encourage a love of poetry in your classroom with this job. Each week, have a student or a pair of students find a poem to share with their classmates. Reserve a few moments in your agenda for them to recite their find.

44. Recess Supply Manager

Be responsible for taking the bucket with recess supplies (balls, jump ropes, Frisbees, etc.) out to recess. Make sure students return supplies to the bucket on their way in. Return the bucket to its designated spot.

45. Recycling Specialist

Kim Miller/boy with recycling bin via aloveofteaching.com

Monitor the trash and recycling center. Make sure students are recycling properly. Take the recycle bin down to the collection spot at the end of the day.

46. Researcher

Help the teacher answer questions during discussion time by researching information on the internet or in books or notes.

47. Rug Cleaner

Make sure all scraps are picked up off of the circle-time rug, and run the vacuum at least once a week.

Run any classroom errands that the teacher may need.

49. Schedule Monitor

This person checks off items on the class agenda to keep everyone on track.

50. Science Lab Assistant

Help the teacher pass out materials and paper for science labs.

51. Sink Cleaner

Kinderheim/boy washing hands via Weebly

Make sure the classroom sink is free of debris and wiped out at the end of the day.

52. Supply Shelf Manager

Manage the classroom supply center. Make sure all supplies are in the right place and not intermixed. Notify the teacher if the supply of any material is getting low.

53. Table Captains

Rotate table captains every week so all of your students get the opportunity to provide leadership to their cohort.

54. Table Wiper

Public Health Institute/girl washing desk via phi.org

Wipe down the tables with a rag and cleaning solution at the end of the day.

55. Tech Team

Make sure classroom computers are turned on in the morning and off at the end of the day. Help classmates with any tech questions. Help the teacher pass out Chromebooks or other laptops. Make sure the computer cart is plugged in at the end of the day so that devices can charge overnight.

56. Timekeeper

Help the teacher keep track of the time during classroom activities and when it is time to make transitions.

57. Trash Squad

Pioneer Elementary School/students emptying trash via pioneerschool.us

Check the floor at the end of the day and point out any waste on the floor for the person sitting closest to it to throw away. Empty the classroom trash bin into the hall trash bin at the end of the day.

58. Weather Watcher

Keep track of the daily weather and record it on the classroom weather chart.

59. Whiteboard Cleaner

Responsive Classroom/girl cleaning whiteboard via responsiveclassroom.org

Wipe down whiteboards at the end of the day. Put cleaning materials back where they belong when you are done. Inform the teacher when the cleaning fluid is getting low.

60. Zoologist

Make sure the classroom pet is fed and watered daily. Make sure their container is clean.

Want to add to our list of classroom jobs? Come share in our WeAreTeachers HELPLINE  group on Facebook.

Plus, check out 38 creative ideas for flexible, fun classroom jobs charts.

You Might Also Like

38 Ideas for Flexible, Fun Classroom Job Charts

Because taking care of your classroom community is a job for everyone! Continue Reading

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STUDENT'S ASSIGNMENT Crossword clue

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Want a job that offers student-loan forgiveness? A public-service career may be the answer.

After a federal judge dismissed a lawsuit seeking to block student loan forgiveness , more than 800,000 borrowers from all over the U.S. are in line see their loans erased. The student debt in question is worth about $39 billion and was owed by borrowers who've been making 20 to 25 years worth of payments.

The borrowers involved in these plans for forgiveness include those with Direct Loans or Federal Family Education Loans held by the department, including Parent PLUS loans. Many of the borrowers affected are likely 50 or older. An estimated 9.2 million borrowers  fall into this category . 

If you don't qualify for loan forgiveness through these programs, a career in public service may be the answer to student debt cancelation.

Which jobs offer student loan forgiveness?

The Public Service Loan Forgiveness Program encourages employment in sectors that benefit the public. Some examples of careers that qualify for loan forgiveness include:

• Emergency management
• Medical professionals, including nurses or doctors
• Law enforcement officers
• Early childhood educators
• Public health professionals
• Social workers

The public service loan forgiveness program cancels  the remaining balance of loans for people working full-time government or not-for-profit jobs. Here's the catch: Qualified individuals must also make 10 years of consecutive payments on their loans.

Full-time teachers at low-income elementary and secondary schools or people working at educational service agencies may be eligible for $5,000 to $17,500 in student loan forgiveness under the teacher loan forgiveness program . Highly qualified math, science and special education instructors are eligible for up to $17,500, according to the Department of Education. Teachers must be working for five consecutive years to qualify.

In 2021, over 1 million Americans were qualifying borrowers under the public service loan forgiveness program, according to the office of Federal Student Aid. But the program faced major criticism for being difficult to navigate. Some borrowers were denied loan forgiveness after making what they thought were a decade’s worth of qualifying payments.

In 2022, the Biden administration temporarily expanded eligibility , in order to include borrowers who had loans that didn’t originally qualify.

What else qualifies you for student loan forgiveness?

If teaching or a career in public service is not appealing to you, there are a few other cases where borrowers may qualify for discharged loans. Death, false eligibility for a loan and in some rare cases, bankruptcy, will qualify a borrower.

Borrowers with  Federal Perkins loans  have access to a separate forgiveness program. Volunteer service and some employment (including education, firefighting, the military, or the Peace Corps) are qualifying factors. School closure, disability or being misled by your school are other qualifying factors for loan forgiveness.

$39 billion in debt erased: With lawsuit dismissed, student loan debt forgiveness begins for 800,000 borrowers

What's next for loan forgiveness: Supreme Court strikes down plan to forgive student loan debt; Biden vows to use alternate path

Loan discharges begin

Soon after the judge's order was posted Monday, the Education Department said loan forgiveness for the borrowers in question had begun and  would affect people in every state .

The ruling comes two months after a major blow to the Biden administration: The Supreme Court ruled against Biden's plan for large-scale student loan forgiveness . The now-defunct proposal would have forgiven debt for more than 40 million borrowers.

“Today, the Biden-Harris Administration is beginning to discharge loans for 804,000 borrowers who never received the forgiveness they rightfully earned through decades of payments,” Education Secretary Miguel Cardona said. “We are standing up for borrowers who did everything right, but whose progress toward forgiveness went uncounted due to past administrative failures that the Biden-Harris team has worked tirelessly to correct."

Learn more.

Advertiser Disclosure

My Student Loans Were Just Forgiven. This Is How It Happened

No, the Supreme Court didn’t change its mind and let President Biden’s much-publicized plan to cancel student-loan debt for millions of borrowers go through. Instead, I am among the first beneficiaries of changes to federal repayment plans that are bringing many borrowers closer to loan forgiveness. With patience, you might benefit too.  

My student loan story

Thirty-four years. That’s how long it has been since I took out my first student loan. Like many teenagers, I chose to attend the most prestigious college I got into, thinking it would pay off even though other options would have cost less. I then went to graduate school for a masters in international politics (I thought I’d work for the State Department). Though I received grants and held work-study jobs, I still needed around $60,000 in federal student loans to pay for my degrees. Along the way, the amount I ended up owing was nearly twice that.

By 2020, I was paying $554.93 a month, but my payments had fluctuated over time. Some years I was in unemployment forbearance and paid zero. At other points, I was enrolled in income-driven repayment plans. IDR meant paying a relatively manageable percentage of my income compared with a then standard 10-year repayment schedule, but making negative progress on my balance because the payments didn’t cover the full interest I owed. 

The only person possibly more upset about this than me was my accountant, who suggested I refinance into a private student loan. My interest rate would be lower, he argued, and I could pay off the balance sooner. But the idea of giving up the protections that come with federal-backed loans made me uneasy. So I ignored his advice (the only time this turned out to be the right decision). 

Having federal loans meant that I was eligible for the pause on student loan payments that began in 2020. With over $500 a month freed up, I could put more money into my children’s 529 college savings plans , save to renovate my kitchen and help my parents, who live on a fixed income, with expenses. 

But it was true. Many people didn’t notice, but when Biden announced his big forgiveness program, he also unveiled a plan to reimagine how income-driven repayment works. That reimagining includes a one-time adjustment retroactively giving borrowers credit for payments that hadn’t been properly counted.

This count is important because income-driven repayment has a baked-in forgiveness component. Depending on whether your loans are for undergrad or graduate school, if you pay for the equivalent of 20 or 25 years, the loan should be forgiven. The adjustment put me over the limit and that, along with some other technicalities, means I am among 804,000 borrowers seeing their loans automatically forgiven. 

What income-driven repayment changes could mean for you

Additional borrowers may see their loans discharged as the Education Department continues making adjustments to individual loans into 2024. Millions more should find themselves months or years closer to forgiveness. “They are focusing first on people who will get forgiveness right away, but this will get the rest closer to” qualifying, says Betsy Mayotte, founder of the Institute of Student Loan Advisors. 

To qualify, you need to have a federal Direct Loan . (In general, if you took out a federal student loan or, like me, consolidated your loans on or after July 1, 2010, you have a federal Direct Loan.) For most eligible borrowers, the adjustment should happen automatically. To see if you meet program requirements , log into StudentAid.gov and find out which servicer holds your loans, what type you have and what repayment plan you’re on. 

If you don’t already have a Direct Loan, you may need to consolidate your loans before the end of 2023 to benefit from the adjustment. Going forward you must be in one of four IDR plans to get credit for future payments. 

For current and future borrowers, the new SAVE plan which opened for enrollment this week is worth considering. (The loan simulator tool at StudentAid.gov can help you determine the right plan for you.) Under this plan, more of a borrower’s income is protected to cover needs such as food and rent, resulting in lower monthly costs. If you make your required payments, unpaid interest will also not be carried over from month to month, preventing balances from growing the way mine did. 

As someone on the other side of IDR forgiveness, I can tell you the mental and emotional relief is enormous—I’m free! Even after starting a family and college funds for my twins, my debt stayed with me, a creeping pest in my subconscious and on my credit report. But now it’s gone and I’m thankful that students taking out loans today should reach forgiveness in a more straightforward—and much less painful—way.

More on student loans 

• How to Pay Off Your Student Loans
• What Happens If You Don’t Pay Your Student Loans?

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One Way to Accelerate Student Learning? Set More Challenging Goals

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For students who have fallen years behind in math and reading, recovering that lost academic ground is a marathon, not a sprint. But it doesn’t hurt to pick up the pace.

A new study of more than 5 million K-8 students nationwide finds that students who started their school years two years or more behind their grade level were significantly more likely to catch up if educators set them aggressive learning goals that spanned more than year, rather than taking each year independently.

Though not formally peer reviewed, the study provides some of the first evidence on the effectiveness of so-called learning acceleration for students who have experienced months or years of learning disruptions during the pandemic.

Acceleration, a concept which evolved from gifted education, focuses on teaching students grade-level content even if they have not mastered some key skills or knowledge from prior grades. In contrast to remediation, which involves filling those learning gaps before moving on to new content, a teacher using acceleration would target brief lessons to bolster the specific skills needed to understand the new material.

Researchers from the testing group Curriculum Associates analyzed data from more than 2.4 million students who completed the group’s i-Ready reading diagnostic test and more than 3 million students who completed the i-Ready math test in kindergarten through 7th grade in 2021–22 and in grades 1–8 in 2022–23.

Some of these students were taught and tested using goals based on typical academic growth for their grade. Others used what Curriculum Associates called “stretch goals,” or individualized learning plans that set students’ academic targets at a faster pace than the average pace of student learning.

The Curriculum Associates researchers found that at all grades, students who started the study performing two grade levels below their current grades were significantly more likely to reach grade level within a year if they followed the accelerated stretch goals rather than standard goals.

Typically, educators and testing systems set learning goals for students based on how much students in their grade nationwide grow academically in one school year. However, using an average pace can undermine progress for students who start the school year several grades behind, said Tyrone Holmes, the chief inclusion officer at Curriculum Associates, in a briefing about the study.

“Only students who place above average receive growth goals that have the potential to put students on a path to grade-level proficiency. Everyone else receives growth goals that if reached, will likely keep them below grade level, year after year,” he said.

“We know from previous research that students who were the furthest behind in grade-level learning before the pandemic are on the slowest trajectory to catch up to grade-level expectations,” Holmes said. “This means potentially widening achievement gaps and that those students who are already struggling are at the greatest risk of not catching up from the dire impact of these years.”

While the Curriculum Associates goals use its tests to measure student progress and set goals, the findings suggest teachers can make individual student goals more challenging by working with teachers across grades to plan multi-year goals for students who are significantly behind in core subjects.

Faster pace needed

For example, the study found that among students who started 2nd grade performing at a kindergarten reading level, 89 percent who met the accelerated goals performed at grade level by the end of the school year. By contrast, only 31 percent of those who met average-paced learning goals performed on grade level by the end of 2nd grade.

Math findings were similar: 15 percent of initially low-performing students who met standard learning goals for two years performed on grade level in math by the end of 5th grade. By contrast, 75 percent as many students following accelerated goals performed at 5th grade level in math by the end of that year.

Researchers saw smaller but still significant benefits for older students in meeting accelerated goals. For example, after two years of meeting accelerated goals, 58 percent of initially low-performing students scored on grade level by the end of 8th grade, compared to only 15 percent of their peers who had met standard goals for two years.

More challenging goals seemed to help students even if they didn’t always meet them. The study found low-performing students who followed stretch goals for two years but only met them in one year were still about 1.5 times more likely to reach grade level reading proficiency by the end of the second school year than were students who only followed average-paced goals for two years.

“We saw that even for students who do not meet their full stretch growth target even getting to only 80 percent of their stretch growth target was enough for many of these students to get to grade level,” said Kristen Huff, the Curriculum Associates vice president of assessment and research.

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Teaching Connections

Advancing discussions about teaching, transforming a postgraduate course writing assignment to improve student learning.

Thilo HAGEN Department of Biochemistry, Yong Loo Lin School of Medicine (YLLSOM)

Thilo reflects on how the inclusion of a formative component into the writing assignment of his postgraduate course has been beneficial in enhancing his students’ writing skills.

Photo by Kenny Eliason on Unsplash

I have dreaded the end of every semester because it meant sitting in my office grading writing assignments with only one purpose, to assign grades. Although I also provide feedback, it goes mostly unnoticed, because at the end of the course students rarely care about anything other than their final grades. What is more, it is disappointing to realise that for some students our teaching has made little impact. Even if students did well, there was no way of telling whether this was a result of our learning activities.

We have had an excellent experience with adopting a formative approach for a different assignment in our postgraduate course, a “3MT Three-minute Thesis” 1  presentation. Here, students give an initial presentation to which lecturers and their fellow course mates provide detailed feedback. The students then revise their talk and present again. This formative setup has proved exceptionally effective. We as lecturers never fail to be astonished by the improvements that students exhibit during the final round and the amazing standards many achieve with their revised presentations.

Encouraged by this experience, we made an analogous change to our writing assignment in Semester 2, AY2022/23. In the assignment, students normally write a research paper based on a set of fictional data, followed by a summative evaluation with some verbal feedback via email at the end of the semester. To make this assignment formative, students submitted an initial draft, to which feedback was provided, followed by the final graded submission (see Figure 1).

In this post, I discuss two questions:

• Did the formative setup of the writing improve student learning?
• How did the formative approach affect my workload (as a course instructor)?

While in our oral assignments all students showed dramatic improvements, the extent of improvement in the writing assignment varied. Some students showed remarkable improvements while others did not. Whether the formative round was effective likely depended on how much effort the students spent revising their manuscript based on the personal and general feedback provided. Hence, the formative stage is an opportunity for students to improve, but with no guarantee that all students will achieve an improvement.

When comparing the oral and writing assignment there is one notable difference. The motivation to do well in the final round of the oral presentation is high because the quality of the final presentation is visible to both the lecturers and their course mates. A similarly strong incentive is absent in our writing assignment.

How can we provide such an incentive? Potential approaches are to announce the students who produced the best writing assignment and showed the greatest improvement compared to Round 1 (and perhaps award them with a prize), and to make all manuscripts accessible to the other students and use peer grading to let students vote for the best assignment.

What did the students themselves think about the formative approach? In a survey conducted at the end of the course, we asked students to what degree the formative feedback process helped them in improving their presentation and writing skills. The survey findings are reflected in Figure 2 .

Figure 2 . Students’ responses to the survey on the extent to which the formative feedback process enabled them to improve their presentation and writing skills.

Consistent with our own perceptions as lecturers, the students felt that the presentation feedback round was useful. Encouragingly, they gave an almost equally favourable evaluation of the writing assignment format. The positive response was also evident in the qualitative student feedback given at the end of the semester:

When considering these results, it is important to keep in mind that the students had to do two submissions, almost double the amount of work. Yet, they still gave a favourable response in the anonymous survey and hence likely truly found the assignment format to be helpful.

How did the new format affect my workload? Surprisingly, the time required for marking did not change compared to previous academic years, despite having to mark the essays twice. The is because in the two submissions, I focussed on different aspects. In the first submission, I only focussed on providing feedback and not on grading. In the second submission, I only focussed on checking if students applied the feedback.

What was hugely different, however, was my experience of the marking process. I was highly motivated to read the first submission because I expected that students would be applying my personal feedback, and because I would get to talk about individual examples in the writing feedback sessions. Not having to grade the initial submissions eliminated stress associated with the need to be objective and fair, maintain the same standard throughout the marking process, and justify my grades based on the provided feedback.

Grading the final submissions was also relatively easy. I no longer had to provide feedback, because learning had already occurred. My main marking criterion became whether the students applied the feedback and whether this resulted in a good assignment. I was also curious to find out whether students had shown improvements in their writing skills.

In summary, when planning complex assignments, it is not only important that feedback is provided, but also when. Feedback is most effective if provided before the final evaluation, because only then will students be motivated to learn from the feedback. This in turn makes the marking of assignments more meaningful and easier for the lecturer. There are instances where providing formative feedback is not possible, for instance when the class size is large. Here I recommend using less complex assignments that focus on specific skills. While students need feedback to recognise which skills they lack or need to improve, they can learn specific skills on their own through repeated practice opportunities.

A potential outcome of evaluating assignments after a formative feedback stage is that most students may achieve the course learning outcomes. While in principle this is desirable, it creates problems when we have to grade students on a curve, which in small classes is usually not the case. If grading on a curve is required, including a mix of formative and summative assignments and assessments in a course is essential.

• The Three Minute Thesis competition celebrates the exciting research conducted by Doctor of Philosophy students. In the competition, students give a short description of their PhD project that is geared towards a non-expert audience. Developed by The University of Queensland (UQ), 3MT cultivates students’ academic, presentation, and research communication skills. More information about the 3MT can be found on their website .

Acknowledgements

I would like to acknowledge Dr. Lee Seow Chong and Dr. Lee Zheng Wei for their contributions in teaching effective writing and presentation skills and in providing feedback to students.

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Madison Park students get on the job training in high school before starting careers

By Levan Reid

August 24, 2023 / 7:15 AM / CBS Boston

BOSTON - A program is helping some students in Boston start their careers while they're still in high school.

Madison Park Technical Vocational High School is sending some of the trade school graduates right to work for the city of Boston.

Jay Barbosa is happy he chose the electrical program. He's now a street lighting mechanic for the city. The department manages about 71,000 streetlights throughout Boston.

"I fell in love with it around sophomore year, because freshman year, I was really young and I didn't know what I was going to get into but over time it just grows on you and that's what I've found that I can pursue in life," Barbosa told WBZ-TV.

At just 17 years old, Joshua Padilla can see how all the hard work has paid off. He's a maintenance mechanic for the city's street lighting department.

"It's rewarding, it makes me feel great because four years of hard work into that trade and learning code and learning how to work and how to splice and doing the correct things, made me think I could carry it on to a job. It made it a lot easier," he told WBZ.

Both Joshua and Jay love how their jobs have impacted their lives.

"My parents actually were extremely happy for me because they knew the career I wanted and they know this is a great path I'm going towards," Barbosa said.

"I've seen a lot of lights that were out before I started working here and now I have the opportunity to come in and turn them on. It makes me feel like I'm doing something right for the city," Padilla said.

As for the Department of Public Works and Madison Park, this has been a positive collaboration, according to Michael Donaghy, the superintendent of the street lighting division.

"What we found especially with the partnership with Madison Park, is they instill not only the technical competencies that you are looking for but there is a level of professionalism that's really remarkable," he told WBZ.

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Levan Reid is a reporter for WBZ This Morning. He is also a veteran sports reporter for WBZ-TV.

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