Each student has his or her own folder for assignment submissions. They submit their completed work into their folder along with the rubric. I provide written feedback on their work and use a separate rubric to assess them. Then they get a chance to review the feedback and do a self-assessment using the rubric. Only then do they receive their assessment from me. This has made assessment (I think) less threatening. It also helps me stay organized. I keep all of the folders in a box in the classroom.
I use D2L (like Moodle) to update my students each day, and occasionally send emails to the whole class. My 10-1 class is better about checking D2L, but my 20-2 class is catching on. Students in my 10-1 class also email me with questions, and I'll post answers in the News feed on D2L. I have started using an electronic dropbox on D2L for assignments (in addition to the folders) which has helped address any printer issues. Additionally, because it is integrated with Turnitin, I can easily see what/if students have copied and pasted material from the internet.
Challenges
My 20-2s have attendance issues, which affect their ability to complete and submit work on time. I have used "Incomplete Assignment" forms for students who are behind in their work. This helps them keep track of what they owe me, establishes an expected date of submission, and lays out plans for what needs to happen. I need to use the forms more consistently, I think, but they've helped some. Also, I did this a bit reluctantly, but I also put a "catch up" chart on the board that listed students who needed to "catch up" and had to move their name to a time/date before or after school to get work done. I've also hunted students down during spares this week - super effective!
Routines for a "healthy learning environment"
We are very fortunate at my school: kids with anxiety or other issues have the option to complete work or tests in the "Learning Centre." The students who have taken advantage of this tend to be able to focus better and get work done in a less stressful and very supportive environment.
Within the classroom itself, students do a lot of work in pairs or small groups. The seating arrangements tend to be pairs of desks, but next week I may put them in pods of fours, as I think both of my classes (and the nature of the work we'll be doing) would benefit from this change. Today I had my students all work with someone they hadn't worked with before, and it was good to mix things up. There was a lot of on-task chatter.
I work closely and communicate often with admin and guidance regarding students I have concerns about: it's a team effort to make sure these kids get the support and direction they need. I greet the students at the door. I smile and laugh a lot with my students, and make an effort to chat about things other than class work with them--especially the things they're most interested in.
Other thoughts
My attitude and approach to classroom management is closely aligned with my beliefs about assessment. I've been influenced primarily by Joe Bower, Alfie Kohn, and Ross Greene. On the surface, this may appear too permissive or like I'm trying to be the students' friend, but I'm really trying to be intentional about avoiding a control-based tactic where students are manipulated using "choices." I think it's important that students learn self control and for the right reasons (i.e., not out of compulsion to comply or 'play the game').
I also think it's important that I maintain relationships with my students such that they feel my expectations are fair and that their dignity is respected. One student commented that the way I approached assessing and giving feedback on their autobiographical poems made her feel good when her previous teachers made her feel simply judged. I chatted with a student today whom I caught plagiarising. After I allowed her to go through the process of stressfully defending herself and attempting to fudge her way out of it, I was able to collaboratively problem-solve with her to determine what changes we might try to ensure that she does her best in class so she doesn't feel the need to allow friends do her work for her.