TEACHSOC: 8 am classes

[Diane Pike]

Title: --

Could it be that this is not a one size fits all problem/solution? I agree with the notion of looking for positive rewards rather than punishments; I also see that consequences matter. If students do "OK" with not attending much  in many of their courses then what lesson to do they learn? Adults or not, class is not (or should not be) a TV show where they can roll in when it suits. I think one of the most interesting ideas to ponder is the recent post on the notion that students learn (or should be if we are doing well) in class as well as out. I think too often students hear (or perceive that they hear)  the message that only scores (and points! we make them care about points) on tests and papers matter. I really like the notion of changing the definition of the situation to be that learning happens in class, out of class, and in tests and papers--a different rationale for what and how learning happens. Diane butsch wrote: I have been following the discussion and am surprised at the problems of attendance. I teach at a college that draws from a local market of mostly modest income students, many of whom have jobs to help pay their way. In my 8am intro classes I have good attendance, apparently because those who register for this are more willing to do the work. I have more problems with attendance and other issues increasingly as we go from 8am class to 9:10, to 10:20 and 11:30!  the hour seems to be an indicator of who works harder and who parties more (later classes = more party boys and girls). Richard -- Diane Pike, Ph.D. Professor of Sociology Director, Augsburg College Center for Teaching and Learning Chair, ASA Section on Teaching and Learning “If you teach, you belong!” Augsburg College Box 132 2211 Riverside Ave. Minneapolis MN 55454 612-330-1228  fax 612-330-1649 [EMAIL PROTECTED]