This is just another reminder of Chillder's Law. We have to keep ourselves in mind in addition to keeping our students in mind when creating assignments.
On assignments: "If we omit some of the factors that, in real life, help us define rhetorical contexts, we can expect students to perform poorly." "We must decide its function as a teaching tool, assess its relation to other assignments, and plan other kinds of instruction to support the assignment."
The idea is essentially not to set the students up to fail or give them assignments that they will not make connections to. If we do this, it can reinforce any beliefs that it is not useful for them or cause them to think they are the problem. When often times, it is the teacher that is giving terrible assignments. If a student can see value in one assignment and its relation to the next assignment or activity, such as class discussion, etc., they can at least know why they are doing the work. Nothing is worse as a student than thinking you are gaining nothing and not even understand why you are being forced to do an assignment you see no value in. That is called busy work and its useless.
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