Overheard In The Hallway: Student Evals
Professor A: Where else besides academia do you have 100+ people evaluating you every 15 weeks?
Professor B:
Professor A: Exactly.
Professor A: Where else besides academia do you have 100+ people evaluating you every 15 weeks?
Professor B:
Professor A: Exactly.
Here's an interesting article by Professor Paul Walker (Murray State University) titled "What do students think they (should) learn at college? Student Perceptions of Essential Learning Outcomes."
Note that the career and life skills lists are longer than the subject matter list...
One of my former colleagues at Drake University shared this email from a student taking his online course:
prof, i luv this www class, im sitting in my pjs right now working on the stuff 4 class, but im fraid this assgnmt is gun b late. cud u gimme n x10shun til fri? srry, wont hppen again. ttyl
Lisa M. Lane compares students' learning styles to either Cat Learners or Dog Learners. As she notes:
Leave Cat Learners alone with a book in a sunny window, keep it quiet, and they learn just fine. Cat Learners are independent, and are thus either self-motivated or not interested in having anyone motivate them. They shun social learning and avoid group work. Their judgement of the value of their work is internal.
Dog learners are social, learn best in a group, and need active learning exercises. They require external verification and enforcement (”good doggy! have a biscuit”), and tend to fit into Gardner’s social and body movement styles. Dogs run with the pack, and aren’t comfortable doing anything by themselves.
While she admits this is a massive oversimplification, I have to say I have seen these distinct behaviors in my own classroom.
I'm thinking I could use Wordle as a team assignment in class. As noted on this website:
Wordle is a [software program] for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share...
This assignment could be used at the end of a chapter or module or even to review for an exam. Students could pick out key words and make their own wordle and then share these with the class.
Here's my attempt at a wordle on my classroom management blog. Anyone have other ideas of how to use Wordle?
Dear Dr. Kirk:
I've noticed that my colleagues usually have policies on their syllabi dealing with tardiness, attendance, late papers, etc., but that many of them do not enforce these. Any idea as to why this is true?
Professor at Anywhere University
Dear Professor Anywhere:
There are a variety of reasons why professors ignore undesired behavior by their students. These include:
- Lack of training: They haven’t been taught the skills necessary to handle behavioral issues.
- Fear: They are not sure that the administration will support their actions when the student goes to them to complain.
- Feeling that they are the only one: Other professors don’t seem to care if students are sleeping in class or coming to class tardy.
- Loss of status: They don’t want others to know they are having problems controlling their classroom.
- Time loss: It takes time to discuss behavioral issues with students.
- Loss of temper: They're afraid of getting angry or upset when confronting a student. Or that the student will get angry or violent with them.
- Rationalization: The student knows to come to class on time so why do they need to talk about it?
- Loss of friendship: They want the students to like them.
However, once most students understand what is required in the class, they can usually be counted on to meet expectations. Following your own policies is how you reinforce those expectations. I tell my students that just as managers can't make their employees do anything in the workplace, I can't make them come to class every day or on time. But just like a manager, I can set consequences. And I do this because I want to role model the types of behaviors that will enable them to be successful.
While my book, Taking Back the Classroom, was written with college professors in mind, I sometimes get email from high school teachers with questions or comments about the book or classroom management in general. I refer these to my friend and colleague, Angela Maiers, who does training for K-12 teachers. She's doing several workshops this summer. I love her approach from her upcoming book on the seven habitudes of 21st Century learners. One of these habitudes is curiousity. As she notes, if we can get our students curious about a topic, they will want to learn more.
TIBERIUS PUBLICATIONS has released the third printing of my book, Taking Back the Classroom: Tips for the College Professor on how to be a More Effective Teacher. Chapters include
as well as much more on being more effective in the classroom!
You can order through the TIBERIUS website, Amazon, or Barnes & Noble College Bookstores.
I'm off to Belgium and the Netherlands for ten days so will be taking a short break from posting on this website. Good luck everyone in wrapping up your semester!
Angela Maiers offers the following tip to see if students are really listening in class especially if they are not "actively" participating by speaking up. She calls it the TWO WORD STRATEGY.
"Here is how it works: Choose a point in the lesson or group discussion that you think warrants reflection or active learning. Ask the students or group members to stop, reflect on the content presented, and synthesize their most important thoughts and ideas down to only two words. This may sound easy, but it is difficult to express yourself in only two words. Be sure to encourage, not judge as learners share out their responses."
As she notes, this strategy:
I went down to the coffee shop on campus Monday morning and found at least half of my class studying for the final to be given later that day. This isn't something I typically think to suggest but I think it's a great idea for students to study in groups...they learn from each other as well as from me!
Yesterday I met with Angela Maiers and Mike Sansone while I was visiting in Des Moines (Thanks Mike for the great lunch at Huhot!). They decided that as it was the second anniversary of the date I started my teaching blog that I was ready to learn something new. I am now on Twitter and soon hope to develop my own wiki for my classes.
Professor Lisa M. Lane (MiraCosta College) writes about the fear of learning new things...when everyone else seems to be ahead of you and you're struggling to figure things out.
"I dreamt the other night that I went to the first day of class as a student, an upper division or graduate class of some kind. About 20 students. The professor walks in and begins an interactive lecture. I realize I don’t understand what he’s talking about. I look around and see that each of the other students has a stack of about 7 books. Seeing I’m lost, a helpful student opens one and points to a chapter for me. But it’s obvious from the way the professor is talking that everyone has read this already. Before the first day of class. Everyone is quite literally “on the same page”, and I have no idea what’s being discussed."
I think it's good for us as teachers to attempt something new and thus remember the frustration and then the satisfaction of learning, something our students experience on a regular basis.
Two years ago I started sharing my teaching tips as well as those of others on this site. Thanks to Tim Johnson and Mike Wagner for encouraging me to become a blogger and to Mike Sansone for teaching me the "how to" skills. I also want to thank all the readers who have commented on the blog or emailed me with their own tips, stories, and links. I look forward to another great year of teaching and learning!
In an article published this week in the Chronicle of Higher Education, Steven J. McDonald clarifies the privacy act, Ferpa, that affects the information we give out about our students. Interesting points include:
While Ferpa applies to official records (such as transcripts), it does not apply to personal knowledge. “Thus, for example, a professor who observes a student behaving oddly in a classroom, a resident assistant who notices a disturbing change in a student's temperament, or an adviser who sees a student become increasingly withdrawn and uncommunicative is free, as far as Ferpa is concerned, to raise the concern with others — and should do so. We do neither the student nor ourselves a favor if we don't try to reach out and deal with such situations when we still have the opportunity.”
In addition, McDonald addresses the issue of giving out information to parents:
"Primary control over a student's records does shift from the parents to the student when the student enrolls in college, even if the student is still a minor, but primary control is not the same as total control. Institutions can disclose student information to parents under any number of circumstances:
Moreover, we can make such disclosures even if the student has asked us not to. Ferpa doesn't give students a veto over any of the permitted disclosures except the one for "directory information."
Certainly if a student told me about personal issues that he/she is struggling with or if I observe a student is having trouble coping with stress, I would suggest to the student to see a school counselor. I've even made the call myself and walked the student to the counselor from my office. However, in this day of "helicopter parents," I find it easier to refuse to answer any questions from parents about their child's grades or attendance and to refer the parent to an administrator.
Ben Stein writes about an interesting experience he had recently at a Barnes and Noble store where the employees were college students.
As he and his friend walked back to his apartment, he said,
"That was amazing. Those people didn't know how to do a basic transaction like mailing books."
His friend corrected him: "No...they don't want to do it. They didn't even really try very hard. They're college students. That means they don't care at all. They're getting paid whether they send the books or not. They're like civil servants -- only civil servants have a good attitude, and these guys have a poor attitude."
Unfortunately, I have seen this same attitude with some of my own students. Many of my students are hard working, attending school while working 30-50 hours a week. They seem to understand the importance of education to their lives and careers. However, others (and more others than I would like to see) feel it is a chore to attend classes and do the work required. They are indignant that I expect them to be on time. And they make decisions which I don't understand. Recently I announced that at the end of the three hour class, I would be giving them an opportunty to earn additional points on an in-class assignment as they had not done well on their exam. Several of the students did not bother to stay until the end, instead choosing to slip out during the break without saying anything to me. These students, of course, are the very ones who could have really used the points.
When talking to a student who is upset, stop and say, “Just a minute, I need to write this down. It helps me better understand your point of view.” This technique serves several purposes. First, it lets the upset student see that you regard what he or she is saying as important. Second, it forces you to listen and to absorb. Finally, it gives you time to think and summarize the student’s points of contention before you respond. You’ll find this technique puts you in a position to manage upset students more effectively—and shows that you are competent and caring in the process.
I spend a lot of time on this website discussing students' inappropriate behavior and how to handle this. It was refreshing to get this email yesterday...
Dear Dr. Kirk:
Have you ever had a class move you so much that you actually choked up the last class period? In 13 years of teaching, that’s never happened…until today. My MBA class on Leadership this semester has been nothing short of spectacular. We did our presentations (theme: how will you change because of this class) this weekend. Thirty-eight of the highest quality presentations I’ve ever heard grad students give…these folks are going to change the world. About a quarter of the class have quit their jobs or begun a career search because of the content of this course. I had a student today (woman approaching 50, divorced, raised two sons by herself, been at the same company for 20 years, always just did what she needed to do to survive) who announced that she had applied for a job in New Mexico where she’s really wanted to live…because of this class. She elicited the first standing ovation from her peers I’ve ever witnessed in 13 years of teaching. In my closing comments, I actually got choked up and teared up a bit (nothing compared to what happened later when I was alone in my office). I know I’ve had an impact on students before, but never on this large of a scale.
I’m still flying from the experience in class. I’ve received many wonderful and heartfelt emails from students since class was dismissed yesterday. Here's an example:
"We’re all in debt to you for the atmosphere you created. Leadership may be about leading others, but first you have to lead yourself in the right direction. I have never been able to say that for myself until now. THANK YOU, Professor, for such a phenomenal experience."
All I can say is WOW! This is what teaching is all about...
I'll be in Davenport, Iowa, on April 3-4, 2008, to facilitate a workshop for the faculty at St Ambrose University. Dr. Paul Jacobson, Director of their Center for Teaching Excellence, regularly organizes teaching circles, book discussions, and speakers. I found these tips on their website for "Beating those Bio-rhythm Blues: Keeping the 8:00 and 3:30 Scholars Involved and Learning" by Professor Rachel Serienz. Her advice?
Be active. Enter the classroom briskly and joyfully conveying to students the message, "I enjoy my discipline, I enjoy you, and I enjoy the act of teaching through which you and my discipline can meet." Walk around as you speak. Use facial expressions to convey your own reaction to a concept being addressed whether that reaction be acceptance, amusement, or disgust. Use gestures, keeping hands apart and reaching out to students as though inviting them into your own enthusiastic sphere. Nothing is less motivating to students during those "blues times" than a static, solemn, arms-folded dispenser of facts.
Engage in community building. Get to know your students as the persons they are outside your classroom. Learn who is in band, choir, athletics, and who is currently involved in a theatre production. Keep current on who is achieving what...Acknowledge these achievements with a brief mention. Even elicit a brief round of applause. This can be done just prior to the time when the "start bell" sounds, so that no teaching time is sacrificed.
Open your lesson in a way likely to engage student attention. Mention a current event that relates to upcoming concepts. Ask a challenging question to which students can discover the answer by paying attention. Read an appropriate poem or a brief literary passage or show a picture that captures the essence of your day’s topic. Share a personal experience and invite others to do the same. All these serve as "advance organizers" giving students "hooks" on which they can hang in an orderly fashion new concepts they will be gaining that day.Acknowledge and honor learning diversity. Two students make be equally intelligent, yet learn best in quite different ways. Realize that your class will contain auditory, visual, and kinesthetic learners and make sure that each lesson makes students listen, look, and write or do. Nearly half of college-age students are quite concrete-operational meaning that they learn best when actions and objects are used in teaching, or when teaching is related to their own concrete experiences. Make presentations object- and experience-centered whenever possible. Use pictures, simulations, and not just words to convey concepts.
Create a Wave. To prevent student drift, alternate periods of high-intensity concept presentation and note-taking with lower-intensity periods of group discussion, audiovisual presentation, simulations, etc. You can easily sense by monitoring students’ facial expressions, body language, and response level when it is time for a change of pace and mode of instruction.Link lessons. If possible, make the end of one lesson be the start of the next. Present a question to which students are expected to bring an answer to the next session. Have students open a session by reiterating what was learned during the previous session and then show them how what is to follow will be an extension of what they have already learned. But still use a novel "Launch" at times. The best way to fight the bio-rhythm blues is through diversity.
Great advice for teaching classes at any time of the day!
Recently I was in a teaching colloquium discussing how to deal with students that engage in inappropriate behaviors. One of the participants spent 20 minutes complaining about the disrespect she receives from students. This included students calling her by her first name rather than Professor and treating her like a peer rather than a professional. She attributed this to the fact that she was young (in her mid-30s) and attractive.
However, this professor showed up at a faculty development workshop wearing short shorts, a top showing her midriff, and flip-flops. Granted she wasn't teaching that day but she was on campus and likely to run into current, past, or future students. In addition, it was my first time meeting her...what impression did she give me and the others attending the colloquium?
Recently I got an email from a high school principal asking for advice on how to deal with students who "continually show disrespect—sometimes to an extreme degree—to staff members, particularly their teachers." As I teach at the college level, I decided to contact an educational expert, Angela Maiers, for advice for those who work with high school students. Her response? The 5 R's!
Rapport: "Don't Smile Until Christmas!" This was the advice that I was given as a first year teacher. It was hailed as the strategy that would allow us to gain control of our classroom and show our students "who's the boss." Thankfully, we have evolved as educators recognizing how important feeling welcome, comfortable, and validated are to our learning success.
In his book, Blink, Malcolm Gladwell makes the case that the rapport we feel in the first few seconds (two to be exact) of an experience or interaction, dramatically influences how we will respond to the person or event. I challenge us to walk into our classrooms and think about the first two seconds from a student's perspective. How can we find ways to set the tone for the experience, invite students in, and let them know they are welcome and valued? Taking only seconds out of our day, imagine how a smile, a pat on the back, a look that communicates "we're gonna have a great day" would mean to our students.
Routine: Being consistent in what you do and what you expect sounds easy, but we all know that schools (life?) are places with constant interruption and inconsistency. In saying that, we must realize that learners do best when they know exactly what is expected of them. Consistency in routine, behaviors and policies are the key ingredients for success...
Rigor: The brain needs challenge to thrive. When students say they are bored, we need to listen. Mundane, skill, drill, fill-in the blank tasks are an invitation for boredom and disengagement. When students are not challenged, they find ways to challenge themselves. On the other hand, rigor is not something that can be demanded or assigned. If we want students to engage in critical dialogue, solve problems, take risks, and attempt difficult tasks, then we need to show them how that is done. So, the next time we assign homework, ask students to complete a project, or engage in an activity, we need to ask ourselves:
- Would this be something real readers/writers/thinkers would do?
- Does this build students' ability to think critically, ask powerful questions, extend the conversation into real life application?
- Did I teach this or assign it?
- Have I explicitly demonstrated how the task will be done by modeling, providing guided practice with feedback, and giving them acknowledgment of jobs well done?
When students do not see authenticity and purpose in what they are doing, the residual effect will be off task behavior, distraction, disrespect.
Relationship: More often than not, when a student is disrespectful, it is because the student feels disrespected by the teacher. Perception, whether accurate or not, is still reality. Even the most well intentioned teachers are disrespectful in subtle and not-so-subtle ways:
- facial expressions
- body language
- forgetting students' names
- terse comments on papers
- ignoring some students while playing favorites with others
- not recognizing their "life" skills as learning strengths
But, most of all, we disrespect them by underestimating our students' intelligence and ability, by assuming that we not only know more about our subjects, but that we are superior to our students as learning beings. Teachers that set the tone of - we are ALL learners, sometimes I will lead and other times I will learn from you and follow your lead, are more likely to get the respect they seek.
Responsibility:There is no question that I desire and expect students to take responsibility for their behavior and actions. There is a responsibility on our part as well. We are solely in charge of creating the conditions for learning to exist..
Go here to read more from Angela's post and to add to the conversation. I would say that the 5R's are important to teaching students at any level!
Here's a website with links to the top education resources as noted by Guy Kawasaki (and he's included me as one of the experts!)
More from Pat Lakey (University of South Florida-Sarasota):
• Engage the attention of the student with a hearing impairment before communicating with the class.
• Always face the student when speaking.
• Do not talk while writing on chalkboard.
• If possible, face the light source and keep your hands away from your face when speaking.
• Repeat the questions other students in the class asked so that students with hearing impairments know what you are refering to.
• Speak clearly and naturally and at your normal pace, unless you are asked to slow down.
• The use of visual aids is most helpful since vision is the student's primary means of receiving information.
• Provide all important information (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.) in written form (handout or write on board).
• Reduce excessive noise as much as possible to facilitate communication (classmates chattering, outside noise in hallway).
Pat Lakey, Coordinator of the Students with Disabilities Services Office at University of South Florida-Sarasota shares these tips for teaching students that are blind or visually impaired.
• Speak to the class upon entering and leaving the room or site.
• Call the student with a vision impairment by name if you want his/her attention.
• Seat the student away from glaring lights (e.g. by the window) and preferably in front of the class.
• Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.
• Describe, in detail, pertinent visual occurrences of the learning activities.
• Give verbal notice of room changes, special meetings, or assignments.
• Offer to read written information for a person with a visual impairment, when appropriate.
• Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before.
• If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.
• Orally, let the student know if you need to move or leave or need to end a conversation.
• When communicating with a student who has a vision impairment, always identify yourself and others who are present.
• Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.
• It is not necessary to speak loudly to people with visual impairments.
Student to Professor: "I don't know why I didn't get a better grade on the exam. I studied for two hours!
Professor to Student: "It took me longer than two hours to put together the exam!"
Recently I wrote about students using their water bottles to cheat on exams. I had a very successful professional email me that:
"I thought I would confess to you privately that in high school, I had a drinking problem and as we weren’t allowed to carry drinks into class, I drank vodka (1/4 vodka, 3/4 water) all day. It’s never a bad idea to check the water bottles!"
Some universities have a policy that food and drinks are not allowed in the classrooms. This is a good reason to follow that policy.
One of the things I talk about in my workshops on teaching is the importance of learning students' names. I was never good at this myself until I decided to make it a point to practice this skill. After all, we require our students to learn theories, concepts, terms, formulas, dates, etc. We should at least do them the courtesy of learning their names. The students will be surprised and pleased you did and less likely to be disruptive.
Some tips:
I heard today that there are websites that sells fake doctors' excuses to students or employees to use in missing class or work. I won't print the web addresses here but you could google for them.
I don't take documentation for missing class...instead I give my undergrad students the equivalent of one week in a 15 week semester that they can miss for any reason. Any additional absences result in a loss of participation points.
When I went to one of these websites today, I found three misspelled words on their homepage...maybe the author should have gone to class!
Just heard that some students are taking the label off their water bottles, writing answers on the inside of the label, and then glueing it back on to take to their exams.
You have to admit that's creative. Now if we could just harness that creativity...
I'm teaching a two day workshop at the University of Akron this week and one of the sessions is titled "Ask Dr. Kirk," where faculty can ask me questions on teaching and managing their classroom. I thought I would share some frequently asked questions below:
We're all talking about the problem of a lack of civility on college campuses. Yesterday, I posted a sample policy here. Also yesterday, there was an article about the civility policy proposed at Bergen Community College in New Jersey. A number of their professors are upset about the policy draft stating that:
"it would make it a punishable offense for a conservative student not to 'embrace and celebrate' the ideas of Michael Moore or for a liberal student not to do the same with Ann Coulter."
This Dean has a better approach to writing a policy:
My proposed code of civil conduct for higher ed, or speech code, if you prefer:
I will separate the speaker from the speech.
As he notes, this acknowledges the student's right to disagree with someone else's speech or writing without making it a personal attack.
He goes on to say,
"If you think they’re wrong, explain why, and be prepared to have to explain back. Just don’t move from “you’re wrong” to “you’re bad.” The former is the risk of any new idea; the latter simply ends discussion."
Dr. Carriann Richey (Butler University College of Pharmacy and Health Sciences) attended the three day workshop at St Petersburg College that I taught last week and shared her school's policy on incivility in the classroom:
RESPECTFUL INTERACTIONS: Respect is demonstrated by being considerate, courteous and professional, and by maintaining confidentiality of patient information. While participating in any university-related activities (e.g., coursework, rotations, volunteer work, etc.), it is expected that all persons affiliated with COPHS will act in a manner that is guided by a respect for other students, staff, faculty, patients and health care practitioners who may have differences that include (but are not limited to) the following:
- Religious beliefs and practices
- Socioeconomic status
- Ethnicity/Language
- Racial background
- Nontraditional medical beliefs and practices
- Sexual orientation
- Physical/emotional disabilities
- Intellectual capabilities
COPHS will not tolerate incivility by any member of the College community. Examples of incivility include rude, sarcastic, obscene, disruptive or disrespectful behavior, threats, or damage to property. Students exhibiting uncivil behavior will be reported to the Academic and Professional Affairs Committee for possible disciplinary action.
You might tweak this to use in your own syllabi or to share with your colleagues.
Here's another tip for responding to students who keep asking when their papers will be graded. This teacher sets a deadline for getting papers back that she communicates to her students and then she tells them she'll give them "one extra credit point for each day the papers are late. As she notes, "They never want me to give them back, and I have so many points in the quarter that it doesn't really do a lot for their grades."
In the workshop on classroom management that I will be teaching this week at St Petersburg College, we will talk about setting expectations and building credibility on the first day of class. Some of the tips are:
Keep in mind that your students are trying to figure out what kind of teacher you are...what are your class expectations, do you have a sense of humor, do you care about their learning? By spending some time thinking about the message you want to communicate, you’re well on the way to managing your classroom!
Professor Mike Adams (Eastern Connecticut State University) has written a paper titled, "The Dead Grandmother/Exam Syndrome and the Potential Downfall Of American Society." As he notes, "A student's grandmother is far more likely to die suddenly just before the student takes an exam, than at any other time of year...Overall, a student who is failing a class and has a final coming up is more than 50 times more likely to lose a family member than an A student not facing any exams."
There seems to be a trend toward asking for "proof" from students who claim a death in the family. I'm curious as to whether other professors require this. I give my students two "personal days" during the semester to use as they wish so that I don't have to judge the validity of their excuse for missing class.
Some faculty are allowing their students to set the ground rules for conduct in the classroom as well as the consequences for breaking these rules. The thought behind this approach is that the students are more likely to engage in behaviors that they themselves have established as important in the classroom setting.
Dr. Lisa Rodriguez notes that the faculty member can also insert his/her own additional rules after getting the students' input. Here is her list of typical ground rules that students might agree upon:
Dr. Rodriguez goes on to say that, "For those instructors who might feel anxious about this process living up to the tried (but sometimes not true) statement of conduct dictated by the instructor in the syllabus, we suggest having all students verbally agree upon and/or sign a final list that is duplicated and distributed for future reference...Also, let students know that you are ultimately responsible for maintaining a fair learning environment."
I've considered trying this in class and would love to hear from others that have...
Here's why. Hope everyone is done with grading final papers and exams.
Have a magical holiday season!
Here's some good advice on whether to give students extra credit work. As Dean Dad notes, giving a student the opportunity for extra credit at the end of the semester is unfair to all the other students. I would add my own observation that students DO talk to each other, so if you decide to do this, count on other students lining up for their own extra credit points. Also, allowing some students this opportunity and not others is unfair and opens the door to a grade appeal or worse, a lawsuit.
I agree with Dean Dad's comments below that we really aren't teaching the student useful skills when we allow them extra credit opportunities at the end of the semester. As he notes:
"If students start to expect end-of-semester freebies to bail out three months of slacking, what, exactly, are we teaching them? Sometimes I think “suck it up” is one of the most valuable lessons we can teach. It’s certainly an important life skill, and one that comes in handy at entry-level jobs. A kid who hasn’t learned to suck it up is in for a rude shock when he gets to his first real job."
If you want to provide your students the chance to earn additional points, build it into your syllabus so that all students can have the same advantage. I would also put deadlines on these to encourage students to do these assignments early in the semester (and make your grading load more manageable at the end).
As you start preparing for Spring semester, you might find this article by Dr. Arletta Bauman Knight (University of Oklahoma) of interest. She states that there are three dimensions for establishing your credibility with your students.
Competence is the perceived "expertness" of the speaker, i.e., their knowledge of the subject matter. Competence also involves teaching the course in a way that will truly be of value to the student. Descriptive adjectives include: informed, experienced, skilled, qualified.
Trustworthiness refers to whether or not the teacher has the best interest of the student at heart. A teacher who is trustworthy is one who promotes positive teacher/student relationships. For example, students are made to feel welcome as participants in the class, the teacher sincerely cares about the welfare of the students, and the teacher is sensitive to gender and cultural issues in the classroom. Descriptive adjectives include: safe, just, kind, friendly, honest
Dynamism focuses on the teacher's "passion" for teaching and his/her enthusiasm in the classroom. It also involves the presentation skills of the speaker. That is, a dynamic teacher is one who is more likely to be confident, articulate, and animated. He or she is one who "changes the pace" in a single class by using a variety of teaching strategies. Descriptive adjectives include: emphatic, bold, active, energetic.
Professor Knight goes on to make a number of excellent suggestions as to how to affect your students' perceptions of your teaching.
Last fall I had a student who did not show up for his team presentation. In my 26 years of teaching at the college level, I had never had this happen before and was unsure as to what grade to give the student. I blogged on the situation here.
This week I had two members of a team of three not show up. The team was to present two weeks ago but the same two students had excuses the day of the presentation (one was sick and the other was in a minor car accident on the way to class). Neither student called to tell me but instead text messaged the attending student. I gave the team a two week extension. However, on Monday both students did not show again. As it was the last day of class before the final, the student who did attend had to make the entire presentation by herself. The rest of the class was very supportive and she did an excellent job.
I am curious as to what these two students are thinking. They have still not contacted me or their team mate with an excuse or apology. The presentation is worth 20 percent of their grade.
I'm also wondering what to do next semester to prevent this from happening again...Any suggestions?
I'm currently grading student presentations (I'm sure many of you are doing the same). Timothy Johnson (Drake University) sent me a rubric he developed which made me chuckle. I like his distinction between A, B, and C (or below) level work.
Download timothy_johnson_presentation_rubric.doc
Here's another (perhaps more serious) rubric for grading presentations.
Dear Dr. Kirk:
I hate grading. I tend to put it off as long as possible and my students get upset because they don't get prompt feedback. Any suggestions?
Not Really a Procrastinator But....
Dear Not a Procrastinator:
There are several things you can do to make the grading more manageable. First of all, be proactive--lay out your assignment schedule so you're not giving tests and papers all the same day. Try to schedule the due dates toward the end of week so you have the weekend to grade. Be sure and look at your family and personal obligations in determining when these deadlines and exam dates should be.
Also, set expectations with your students. If taking up papers to grade, give them a date you will have these back to them so they won't expect instant feedback. Explain that you want to take your time in order to do a good job. I aim at the next class period to give back exams and two weeks for feedback on papers.
My best advice is to start your grading right after class. I gave an exam to 43 students last Monday in a class that ended at 6pm. Afterwards, I drove to a local restaurant, ordered dinner, and graded tests for three hours giving me a big jump on getting these done. It made it much easier to come back to the grading the next day.
Giving prompt feedback to your students will help them improve on future assignments as well as make them see you as organized and professional.
Sincerely,
Dr. Kirk
Edward A. Snyder, Dean of the University of Chicago Graduate School of Business, disagrees with the current trend of treating students as customers. As he notes, "Do we really want to tell them that they are customers―and that they are always right―when we are in the last, best position to influence their overall academic, ethical, and professional development?" He goes on to say, "Instead of the customer is always right, we ought to go with a version of you get what you put into it." Thus, we should encourage our students to put more into their education by setting high expectations, recognizing when they reach these (and when they don't). You can re