It was the second to the last week of school and my students were starting to create their end of year portfolios. A student (you know the type- every class has one- the kid who thinks he’s class clown but is actually one of the highest performers) suddenly blurts, “you know, this kind of makes me feel smart.” It’s always humorous to me when our students realize there is actually a reason for what we do in class.
Creating portfolios is such a fun part of our classroom culture and I truly believe it has led to the most significant shifts in student learning and ownership. It’s honestly NOT HARD TO SET UP a meaningful and simple system to maintain student work throughout the year. Here’s how I manage portfolios in my classroom, blending organization with reflective practice.
Student Portfolio Management
Numbered Reflection Folders: A System for Anonymity and Reusability
In my classroom, I use numbered folders instead of labeling them with names. This approach supports anonymity and allows me to reuse the folders each year. I alphabetize these folders by name, I prefer going by first name, which makes it easier for collecting and passing back the folders. Each period’s folders are placed in their own hanging file folder within a milk crate or filing cabinet, depending on the available space. Personally, I prefer the milk crate for its convenience.
Tip: Leave some folders, like numbers 10 and 20, unclaimed so you can easily drop new students into the correct order.
Strategically Holding Back Assignments
I don’t pass back a couple of assignments each month, instead putting them aside. Early in the year, I sometimes won’t even grade these assignments so that later, students will have the opportunity to spot their own mistakes. I choose assignments that are good “points in time”—those that reflect skills we will revisit or where students have expressed personal feelings or beliefs. These make for meaningful reflections later on.
Quarterly Checkpoints: Reflect and Reorganize
At the end of each quarter, I pass back all the work at once, or rather, have students pass it back for me while their peers read with nothing else on their desks. Clear desks are very important to minimize the chaos. Students then pick one piece of work to do a growth mindset reflection on—I recommend the one from The Daring English Teacher. Afterward, they line up alphabetically to return everything else to their folder, which I file away after reviewing and entering the reflections into the grade book.
This process is powerful for students. I recall an eighth grader who, upon seeing how many more assignments her peers were getting back, tearfully realized how behind she was. That physical absence of work made a bigger impact on her than her D- in the class. From that day on, her work completion improved, and she finished the year with a solid B.
Special Look Back: Reflecting on Growth
At least once a year, I have students do a special look back for both writing and reading. They compare a piece of writing from the start of a unit to one from the end. These comparisons also go into their folders. This exercise builds confidence and highlights the power of the revision process. Having flash drafts for most units ensures that they have before-and-after pieces to reflect on.
End-of-Year Portfolio Reflection
At the end of the year, students complete a portfolio reflection and select 5-10 pieces of work from throughout the year to build a portfolio. These portfolios go home to families. It’s incredibly rewarding when students realize how much they have grown. I encourage them to pick not just the pieces they are most proud of, but also those that show growth, such as a piece of writing from the start and end of the year.
Conclusion: Fostering Growth through Reflection
By implementing these practices, we create a classroom environment where students are encouraged to reflect on their learning journey, recognize their growth, and stay motivated. Portfolio management not only helps in organizing student work but also in building a classroom community grounded in reflection, growth, and continuous improvement. Let’s continue to champion these practices to foster an equitable and engaging learning environment for all our students.
