First--the philosophy:

You and I have compatible goals. You wish to learn how to be a teacher, and you wish to get a good grade in this class.

I wish for you to learn how to be a good teacher, and learn the math and math pedagogy skills taught in this class

In practice:

Occasionally I will suggest re-do an assignment for a better grade. I do this if I believe that there is math or math pedagogy that you have not learned, but that you could plausibly learn in the process of redoing the assignment.

Occasionally I will insist that you re-do an assignment (for a better grade, or just for a grade at all). I do this if I believe that there is math or math pedagogy that you have not learned, but that you could plausibly learn in the process of redoing the assignment, and if I see that piece of math or math pedagogy as crucial to the course.

If you feel that there is an assignment you would like to redo, you can approach me and ask if you can redo it for a better grade. I am likely to grant your request if I I am convinced that there is math or math pedagogy that are likely to learn better in the process of redoing the assignment.

The caveats:

I don't accept redo assignments after you have taken the test for the unit. Redos are for formative assessments--while you are learning. Redos have the most value if you do them before the summative assessment.

I don't give full credit for redos. Redo credit is capped at either 80% or 90% depending on the assignment. I do this because I want to keep the playing field level and fair for everyone.