Grading is often seen as a point of conflict with students and, in upper elementary and beyond, with parents. It is a chore that consumes time and saps critical levels of energy better used for creative planning and preparation and face-to-face interactions with students. Grading is sometimes referred to as a "necessary evil," yet many teachers have difficulty imagining teaching and learning without the role of grades. This article provides some concrete ideas for teachers to consider as they structure their classroom practices around grading. First, the author offers a central piece of pedagogical advice, then critically examines a dysfunctional myth about students and grades. Finally, the author proposes some specific ideas about grading practices.