The other day the Chronicle of Higher Education posted a somewhat disturbing advice piece that you can read here if you want.
Now, I have several problems with this article, especially the patronizing advice to wear a jacket if you're a small woman (I really don't like jackets, nor do I think they automatically command more respect, although I know some people will disagree vehemently with that) and to tell students that they are adults. That I find to be the worst, partly because I don't think it's my responsibility to remind students they are adults, but also because I don't want to sound like some little old lady lecturing the youngsters about how irresponsible they are.
That being said, I have had a hard time at my new school trying to get students to do things that seem like a no-brainer, like checking their syllabus to find out the assigned reading rather than emailing me or asking me in class all the time. I have never had to do so much hand-holding in my life and it was really wearing on me by the end of the semester. I started the semester by not reminding them of the readings or scheduled quizzes or tests because I really didn't think it was necessary. Who doesn't check the syllabus? They would freak out when I reminded the day before a quiz, as if they had no idea that they were supposed to pay attention to these things.
By the last two weeks of class, when they were asking me when our final was scheduled for (after I'd told them every day for a week because I felt like I had to just to drill it into their heads), I wanted to stand at the front of the classroom and scream at them that they could look it up on the school's website just like I did and to stop depending on me to tell them about all the things. Take responsibility! Do it yourselves! Stop expecting to be spoon-fed! I felt like my head was spinning around like what's her face in The Exorcist.
Yes, I was very stressed. A semester's worth of beating my head against the wall to get them to do things for themselves will do that to you. Part of this, of course, was absolutely my fault. I set a policy about late assignments, but began to let that slide because so many students weren't turning anything in at all. This snowballed throughout the semester so much so that by the end, I was overwhelmed with grading and feeling very resentful that they were taking advantage of me. But, I let them and next semester I won't.
Still, hate my students? Even at the height of my frustration and resentment, I didn't hate them. I wanted to help them. That's what got me into this mess in the first place. If a student was willing to come to class and at least seem like they were making an effort, I felt like I had to go above and beyond for them to help them pass my class, particularly with those students whose backgrounds clearly did not prepare them for college. In some cases, I probably put in just as much effort as they did.
Did this help them? I don't know. Maybe some of them were helped. Some weren't. Was it worth it? This I'm not sure of, either. I think I need to stick to firmer policies and help them that way, too. I hope it helps teach them some measure of responsibility, as well as help me keep my sanity. Imagine being sane at the end of the semester. That would be lovely!
OMG. You just voiced my semester. Glad I'm not the only one!
ReplyDeleteMe too! The question is, how do we stop this from happening again???
ReplyDeleteThis is spot-on! I have to admit that I laughed when I read Chronicle's "wear a jacket" advice because, as a small youngish-looking woman (or at least I was when I started!), that is my signature move. (But not something I'd offer as a prescription for all.)
ReplyDeleteBut yes, I had a similar semester at a new school. I find I'm more likely to fixate on those students who can't seem to read the syllabus--or worse, those students who don't show up at all. But when I do so, I miss all the other, usually-pretty-great students who are in the class to learn, or at least try. So shifting my focus often goes a long way toward shifting my attitude about a particular class.
I'm not sure I have advice, but I can certainly commiserate! This semester I'm forging ahead with my usual repetition of deadlines and policies, as well as trying to get to know students on an individual level. Best of luck!
I find myself repeating deadlines still, which is fine, but I've definitely made the effort to distance myself from those who already seem to be...less engaged. It's only week 3 or 4, though, so who knows if I can maintain my resolve? I hope so!
ReplyDeleteI warn my students that lazy questions make me snarly and snarky but they don't listen either. Bang head on desk.
ReplyDeleteUgh. At the end of every class, I remind my students of the readings due for the next class because it seems to help remind them that they have to do work constantly. I have one student, who is very engaged and does the readings, who asks me to repeat the page numbers every single time. S/he's writing it in his day planner, which is fantastic and certainly somethingI don't want to discourage, but some days I just want to scream, "IT'S IN YOUR SYLLABUS! I spent hours on that thing. READ IT!" I don't. I bite my tongue. I try to remind myself that s/he may have a learning disability that makes reading a challenge and this may be better for him/her, but, some days, I want to throw a book out the window in frustration. At least s/he actually does the reading!
DeleteDitto! it's the end of the year, 3 weeks to go, Hurray! I have been accused of being racist, this hurts, well I guess if your not going to pass and get sent back home to Korea you'll try anything, I have bent over backwards for this student, they have english difficulties, reading and understanding, so I take the time to show them the adobe program step by step on screen, they just expected me to wait while they wrote down the steps, I would if I didn't have another 15 students needing help! Thanks for listening...
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