Ugh!
I’m supposed to be grading papers right now.
I’m trying. I really am, but there are a couple of things working against me at the moment.
Challenge # 1: My head is full of crud. I feel kind of like this:
But that’s not the real problem. Even feeling like this, I would be able to grade papers if my students had made any effort to actually revise their papers for quality.
Challenge #2: My students don’t seem to care. Seriously. I am trying to grade the papers from the one class where I thought I had students who cared, and even they have let me down. Or maybe I’ve let them down. I don’t know anymore.
Let me back up. This semester I have been teaching four classes, and each of them have been a journey in patience, flexibility and trying to maintain high expectations in the face of low expectations. To be specific:
- My Theater Appreciation class has confronted me with numerous challenges. I had several students who actually wanted to learn. A few foreign students who struggled to learn. 3/4 of the basketball team who had to learn (even if they weren’t really interested). Several football players who were too macho to learn (as were the basketball players). And a corner full of potheads who seemed to think they needed to indulge themselves before my class in order to learn. This class has been full of race issues, prejudice issues, anti-gay issues, sexual harassment issues and any other issue that you can think of that doesn’t come with your normal Theater Appreciation syllabus. I have had students cheat. I have had students do minimal work and expect high grades. Currently the students are supposed to be working on final projects. 5 of them showed up for the work day. 5 out of 25.
- Stage Makeup has actually been fun. I was supposed to have three students, but ended up with one, so she and I adjusted the schedule and the learning goals for one-on-one teaching. The biggest challenge has been sticking to the schedule. But, we’ve had fun, and I think she’s learned a lot. Here are some of the applications she has done:
- I have been teaching two sections of Comp 1, one live and one on-line. The live one has been plagued with snow days, and students who turn in work late (despite my no late policy). For each major paper, I have draft workshop days. They either don’t come, or don’t bring drafts. This time I set up individual meetings (which was supposed to happen each time, but the snow days and some sick days messed that up). Only 5 students signed up. Only 4 came. The On-Line section has been going pretty well, except for a few students who have disappeared, and one student who believes he has nothing to learn. Until this paper. For this class, I have them turn in and read each others drafts, and comment. I also read the drafts and provide copious comments and notes. This time, it seems, they only paid minimal attention to my notes–basically only the grammar notes. I’m sure some of them tried, but some really didn’t. What do I do with that. These are the papers that I am supposed to be grading today. And they make me want to cry.
So what do you do when you feel like your students don’t want to learn? I for one am going back to bed!
Apr 26, 2011 @ 16:25:46
Bed sounds like a plan to me!
Apr 26, 2011 @ 17:32:38
I give you and all the other teachers in the world a lot of credit. Hang in there.
Apr 26, 2011 @ 18:10:20
I’m trying.
Apr 26, 2011 @ 17:41:52
Write “SEE ME” on the papers instead of giving them a grade. Then, tell them to redo them to the best of their ability.
Apr 26, 2011 @ 18:09:53
It would only work for a few. Many would ignore it, especially since the semester is almost over.
Apr 26, 2011 @ 17:58:29
I’m not a teacher, so I wish I could help, but I don’t have the tools. I do remember being a student, though. Do you remember being a teenager and thinking that a lot of adults didn’t care what you were thinking? Like whatever they were teaching you was based in the notion that you were empty, and they had to fill you up? Didn’t it make you bristle, at least a little? The thing about that from this side of life, is that it’s partly true. (That’s how I felt about teaching my daughter that she was too young to make certain decisions on her own, even though I knew that she made decisions all day at high school, about friendships, homework, drugs, sex, etc.) The awful tightrope we walk, is the one where we try to teach what we know to these young virtual strangers, without them being distracted by the one-sidedness of it that can’t go away.
That may be why it helps sometimes when teachers ask specific questions which the students can elaborate on, but which could also help you (through their answers) gauge their true interest, and adjust the lesson so they hear it better. I just wish our school systems used their time and funds to give teachers the space and the support they need in order to do these types of things. Not everyone has the personal time or the fearlessness (how–when they have families and lives to live?) to go the route of the Michelle Pfeiffer character in that movie, “Dangerous Minds”?
All I can do is let you know that I and many others appreciate and respect the job you’re trying to do. I wish you all the luck in the world.
Apr 26, 2011 @ 18:07:37
I try really hard to create assignments that allow the students to explore their interests. I try to connect with the students as individuals as well. But, when the classes are requirements rather than electives, you always have students who just don’t understand the need. Sometimes it makes things very difficult. Thanks for your kind words.
Apr 26, 2011 @ 18:48:53
I send you lots of hugs: *HUGS*
Apr 26, 2011 @ 19:03:25
I’m glad they are virtual hugs, because you do not want to share this gunk with me.
Apr 26, 2011 @ 19:54:58
Oh, Lisa, I SO feel you. I really really do. When I was teaching Composition and gave my students opportunity to revise their drafts before the final one was graded, I had a very strict “you better make substantial revisions” policy. It wasn’t exactly written down (ah, novice teacher…), but I certainly threatened them with it enough times in class. Those who didn’t think I was serious faced my wrath. They would receive at least ten points off of their paper grade (an entire letter, you know) with a professionally-written snarky note that explained why the points were removed in the first place. Often, I would write something like, “The comments that were provided to you on the rough draft were not optional. I see that you made grammatical revisions, which were absolutely necessary; however, your paper grade does not come from grammar. That only counts for a total of ten points of your overall paper grade. Because you did not change content/changed a bare minimum amount of content, you have been penalized X-number of points. You should arrange to meet with me as soon as possible.”
I don’t offer rewrites past that point, though. The “see me asap” is for me to speak to them face-to-face and make sure they understand where they messed up. (And it covers my ass–they won’t be able to complain to a superior that I didn’t explain the grade to them.)
I’m extremely strict and rigid when it comes to things like revisions. Why on Earth would I spend hours upon hours agonizing over comments for that many students’ paper drafts if I didn’t ACTUALLY want to see those changes made??
It’s utterly mind-boggling. You know what I’m working on right now? Chapter revisions for my dissertation. You know why? Because my chair spent the time reading my chapters, commenting on my chapters, and EXPECTS to see the changes. Dammit. Consider this a teaching moment for them. Crack the whip. They have to learn sometime. This isn’t high school.
And you’re right about what you say in regards to teaching core classes. It’s different from teaching the elective or even the major classes (I’d assume–I haven’t taught upper-level courses). Especially things like theater appreciation and composition–I’m sure you get the same stunned expression I get: “But I’m an accounting major. I don’t need this class.” Really? You ever watch movies? Want to talk about them like an intelligent human being? Start with theater. It’s where movies come from. Or, in my case: Really? You think you’ll never ever have to write a report to a client ever again? You’ll never need to explain tax code and contractual obligations in writing? You want to keep that job your studying for? Take my damn class and shut your mouth.
Grr.
Sorry…this just makes me so mad. I’m going to go take some deep breaths right now. Maybe you should do the same…over a humidifier. Poor thing. *big hugs, too* I hope you feel better very soon. And, seriously: crack the whip. And don’t take it personally. They’re lazy and unappreciative if they didn’t take the opportunity to improve their grade based on your helpful comments.
Apr 26, 2011 @ 20:21:36
Thanks for your comments Amanda. The most frustrating thing here is that it is hard to crack the whip because there is little recourse and support for that. It is a community college, and many of the students here simply shouldn’t be students. I refused to lower my standards, and still tried to teach the class as if it was a four year college, because many of them plan to transfer. But, I guess my expectations and standards were too high. So in a way, I am cracking the whip, but I’m tired and depressed. I know I’m a good teacher, but I think I’ve reached my limit.
Apr 26, 2011 @ 22:14:35
Oh…. I’ve never taught at a CC, but Robert’s teaching courses at one now. And for all the times that we declared we refused to teach 13th grade, Robert’s come to realize that in many ways he is teaching the in-between group…the students who are in-between high school and college, the students who are in-between careers and are seeking new degrees, the students who are in-between life choices and don’t know what to do with themselves.
You’re right. That is a very difficult group to teach. I’m doubly sorry that you don’t have the support you need to teach both to your potential and to the full potential of your students.
Apr 26, 2011 @ 19:58:30
Oh, also, you should be super proud of your stage make-up student. Those applications are awesome, and I bet they look great from the audience’s point of view. I particularly liked the middle-aged woman application. Very convincing! Oh, and the wound? Disgusting. (Which is a compliment! Lol.)
Apr 26, 2011 @ 20:23:34
I teach HS math so I understand the apathetic students. It’s part home life, part ec activities, part boy/girlfriends and all that fun and part resisting/rebelling as they grow up. I’m taking a “differentiated classroom” class to keep up my certification – it’s crazy what they want us to do in such a limited amount of time! all I can say, keep trying to do stuff that might interest them and give them the grades they deserve.
I feel for ya =)
happy a-z challenge!
Apr 26, 2011 @ 20:27:00
I know that we ask a lot in college classes, but the most frustrating thing is that I really took into consideration students time for this on-line class. But, as the semester ends, they seem to just give up. Sigh. Thanks for visiting.
Apr 26, 2011 @ 22:41:22
I hope the crud gets out of your head soon, and I hope that the students start to care more in the future. On the up side? The makeup looks pretty awesomesauce!
Elina
XOXO
Apr 27, 2011 @ 06:14:52
The hilarious part about the makeup, when we did the gender switch she unintentionally made herself look exactly like her boyfriend. It was amazing.
Apr 27, 2011 @ 02:44:50
Sorry you’re feeling poorly Lisa. I’m sure we can all share your frustration about the students but I’m sure it’s not as bad as you think. Go back to bed until you’re feeling better!
Apr 27, 2011 @ 06:10:58
I’m sure if I look at them with a clearer head, they won’t be so bad. At least I hope so.
Apr 27, 2011 @ 10:55:47
Oh, girl. I can’t stand it when my ONE kid doesn’t want to listen. I couldn’t imagine classes and classes full of anti-participaters! You and Mrs. H deserve an award in the field of Putting Up With A Whole Lot
Apr 27, 2011 @ 11:02:12
Sometimes I feel invisible on all fronts. But at least I’m heard on my blog. I dragged my coughing and sneezing carcass to campus today for 5 students who showed up.
Apr 28, 2011 @ 10:38:22
despite your mood, your wit and humor are amazing………..wow.
cheer up, you deserve happiness.
Apr 28, 2011 @ 13:44:49
Oh, the joys of teaching. Normally I love it. However…
I ended up starting the semester making the students sign a paper saying that they both read and understood that they were to comply with the syllabus and the course/school honesty policies.
Students who were having a hard time with the assignments were encouraged to work with me on a one-on-one basis.
Students who did individual homework assignments together each got 50% of the total grade. Students who did not complete the work failed. It was Photoshop, not rocket science.
Students who outright cheated? Fail.
It’s always a frustrating waste to see students with such a great opportunity waste it. It’s a good thing that most of my students were a joy. All I could hope is that the rest of them came around after seeing their final grade.
Apr 28, 2011 @ 21:04:56
Bless your heart, Lisa. I have been there. Maybe it’s also that time in the semester when even students who care no longer have time to show they care, as they prepare for finals. Maybe it’s that time of year. Not you. Likely not the one class of students who convinced you all semester they did care. This is when students and teachers both reach the breaking point, and everyone is suffereing from spring fever, as well. Hang on. Hopefully, you’ll get a break from it all soon! Hugs to you, my friend!
Kathy
Apr 28, 2011 @ 23:06:49
Lisa, I hope you are feeling better. Jackie showed me the awesome masks from today. It sounds like that was an amazing experience.
I’m sorry this semester has been so tough. Fortunately, it’s almost over. I hope you will get a chance to rest and relax this weekend. Hope to see you next week, maybe for a day of creativity.