Chapter 1: The Role of Planners in Student Success

For many years, I have been assisting students in their transition to middle school. This journey began long before the advent of email, when we had a structured approach to teaching students how to manage assignments and plan ahead. At that time, using the school's planner was mandatory for all students.

Each teacher was dedicated to writing down assignments on the board daily and allocated time for students to note these in their planners. If there were upcoming tests or projects, we encouraged students to mark the due dates on the monthly calendar section, alongside sports practices and family commitments. Our intention was to help them effectively manage their time.

We instructed students to check off tasks in their planners as they completed them. One of my colleagues even presented a lively skit emphasizing the mantra: "Write It", "Check It", and then "Wreck It." This routine was meant to instill the habit of noting assignments, reviewing their planners, and striking through completed tasks with enthusiasm.

As advisors, we dedicated every Monday morning to discussing the week's academic deadlines and occasionally reviewed students' planners to ensure they were being utilized properly.

When students struggled with assignments or test preparation, we consistently referred back to our system. We asked ourselves:

• Was the student adhering to our system?
• Were they documenting assignments?
• Were they utilizing the calendar to anticipate upcoming tasks?

Most frequently, we discovered that students who faced challenges had not effectively engaged with our organizational strategy and were falling short in using our system.

In such instances, we sometimes required students to get each teacher's signature in their planner after writing down their homework. Middle schoolers typically dislike having their planner scrutinized, making this tactic surprisingly effective. Most students managed to stay on top of their responsibilities after just a week of this oversight.

Was this method overly controlling? Perhaps. Yet, it yielded results. We established clear expectations and held students accountable, allowing them to adapt and refine their skills as they progressed through middle school.

With advancements in technology, our school encouraged us to transition to an online assignment calendar. Each year, we debated this change, arguing that students should take responsibility for jotting down their assignments. We believed that physically writing assignments reinforced memory and helped students mentally organize their tasks for the evening.

However, our administrators contended that online calendars represented the future, asserting that information was now digital rather than paper-based. They insisted we adapt.

For roughly two years, teachers were mandated to post all assignments online instead of requiring students to write them down. Though we were reluctant, we complied. Unfortunately, that year saw a significant increase in students "forgetting" assignments, quizzes, and project deadlines.

Why did this happen?

Was it due to technology? Did the shift to virtual platforms lack the tangible aspect of using a planner? Or was it that students were not grasping an effective process and were disengaged?

The transition from physical planners to virtual calendars removed visual cues. When students had a physical planner, its presence served as a reminder to engage with it. In contrast, the online calendar existed in an abstract digital space, leading to a lack of reminders.

Students had to actively remember to access the online calendar and check for their homework. While this may seem minor, for those who hadn’t yet formed the habit, it proved nearly impossible.

In the post-pandemic landscape, we now offer students a choice between purchasing a planner or utilizing Google Calendar. Additionally, many teachers post assignments on our learning management system, Canvas.

Interestingly, a majority of students opted for a physical planner this school year, continuing to note their homework that way.

Perhaps my perspective is a bit "old school," but I firmly believe that having students log their own assignments enhances their memory retention and fosters greater responsibility and organization.

Nevertheless, we are in a new era. Schools are increasingly adopting digital platforms, involving students in project-based learning, and ultimately assigning less traditional homework.

How can we equip students with effective organizational strategies for the future? At this juncture, it seems that the specific tool—a planner or a digital calendar—may not be as crucial as the process itself.

A humorous take on planners from the perspective of those who dislike them, exploring the challenges and benefits.

Chapter 2: The Digital Shift in Organizational Tools

As we navigate this digital landscape, we also consider the impact of technology on student organization.

An insightful Q&A session discussing the reasons for planning and how it enhances student engagement and accountability.