This back and forth, as with many on this listserv, seems to go back to a fundamental question we all seem to be struggling with (or maybe I'm just struggling with it and managing to then filter everything through this?). Are our students adults who are responsible for their own education and achievements or are they not-quite-adults who still need some pushing and prodding and hand-holding from us? Am I way off base on this?
I want to believe that my classroom offers something more than that they can get out of the textbook and helps bring things together and transfer and create knowledge in a way that they are not going to get if they don't come to class. Therefore, I want my students--for their own success--to attend class. I count attendance and participation toward final grades and reserve the right to introduce pop quizzes if I feel that attendance or participation isn't what it should be as a means of encouraging attendance and participation. Even as a grad student who was theoretically more motivated than the average undegrad, some structure and accountability somtimes provided an extra push that made a difference for me and I imagine that's the case for some of my students as well. Best, Adair Quoting Sarah Murray <[EMAIL PROTECTED]>: > > I'm not sure what hypotheses you have, but I think everyone in the class > benefits from a more enriching experience when every member is a full > participant. I know when I was a student, I was keenly disappointed by the > lack of enthusiasm displayed by some classmates, and that those who rarely > showed up, left early or came in late detracted from the overall experience > of everyone else. Enthusiasm can't be imposed or regulated, but attendance > standards at least send the message that everyone's presence has value -- > not just to themselves, but for the class as a whole. Nowadays, students > who don't like sitting in a classroom can take on-line courses. > ----- Original Message ----- > From: "Brett Magill" <[EMAIL PROTECTED]> > To: <[email protected]> > Sent: Monday, February 27, 2006 4:02 PM > Subject: TEACHSOC: 6-week absence: Confusing process with learning > > > > > > Why the strong reaction against students who choose > > not to come to class? I have a few hypotheses that I > > will withhold. > > > > These are college students. They are responsible for > > their own learning. Why not simply respond, "you may > > choose to come to class or not, but the standards of > > evaluation are the same for you as for any other > > student." > > > > If the student can master the material without the > > benefit of your lectures and participation in the > > hands-on classroom exercises, then what difference > > does attendance make? Why make college students jump > > through hoops? If the student chooses not to attend > > and fails, that too is their responsibility. > > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---
