Adding to this thread.... I am constantly questioning my own criteria in each class. However, I stick to whatever I have outlined in my syllabus each semester and then try to evaluate how it worked.
Regarding missed classes and work, my latest version includes an excuse policy that doesn't discriminate between medically excusable and other absences. I just include an attendance grade and show how each missed day will reduced their attendance grade and then allow students to "work" their way out of a lowered grade by submitting, relatively painless, 1 or 2 page papers on a variety of topics in order to compensate for missed classes. That way, they are encouraged to attend receive a tangible punishment for missed days (I give them one "free" absence and one has to miss more than 2 classes to affect grades). Religious holidays are free too, of course. I do the same for assignments, I will accept late stuff but there is a penalty for every missed day - I also have a 1/2 hour window during class when all due work can be turned in - this discourages people using the entire class meeting to do last minute typing and showing up 10 minutes before end of class to turn in work. On the issue of missed tests, I don't reschedule them, I let students take a version of the missed test on the day of the final - which is tough (i.e., a punisher) because they'll have to study for two tests at one time. However, it also does not reinforce the behavior of rescheduling tests a few days in order to "buy" study time. It is in the syllabus, but I try to verbally outline my idea of student responsibility and consequences in the beginning and through the course. How did it work? This semester, I still had about 1/4 of my students try to give me doctor's notes, mother's notes, personal stress stories, and even arguments that they just didn't know what was written in the syllabus. Most of the time, however, they were able to understand that they had quite a bit of control over their grades when it came to attendance and papers, and even tests, really. But I think that, after their initial frustration (which I validated) they were mostly able to come back to me and acknowledge their own responsibility. I believe that when we have fair and clear consequences for these students, it is a positive learning experience for them in that (maybe through their own failure) they understand (maybe for the first time) that in order to succeed they must stay cognizant of their responsibilities and work on developing valuable survival skills that will enhance their performance in college. Anyway, although I have gotten quite frustrated this semester, I have always tried to be friendly and, if you will, "Rogerian" in my demeanor. Which is hard while student argue about how "unfair" it is that we don't reward their irresponsible behaviors. So far, since finals, I have received a number of really touching emails from my students (not my "good" ones either), thanking me for being such a "cool teacher." Makes it all worth it! :) Haydee Gelpi Broward Community College Florida -----Original Message----- From: Joann Jelly [mailto:[EMAIL PROTECTED]] Sent: Friday, December 14, 2001 2:13 PM To: Teaching in the Psychological Sciences Subject: RE: dastardly deadlines, empty excuses and our reactions thereto Erica, I am never comfortable in those situations. I have tried "being tough-sticking to my principles, wanting students to be "Responsible," and I find it very difficult. I have tried giving in and permitting makeups and feel uncomfortable. This semester in my area, grandmothers died and I swear last semester it was uncles. Counteracting excuses seems to me to work best when I set up guidelines, i.e., No Makeups After Grades Have Been Returned to the Class (next class period). Of course some students still can't/won't understand and will try to negotiate around any guideline. Have you seen the FACCCTS cartoon with a young student protesting: LET ME GET THIS STRAIGHT. IF I DON'T SHOW UP TO CLASS FOR THREE WEEKS AND DON'T DO ANY OF THE WORK, MY GRADE'S IN JEOPARDY? HARSH. I wonder how the IRS would react to the deer story. Best wishes for a great holiday to all of you. Joann Jelly -----Original Message----- From: Don Allen [mailto:[EMAIL PROTECTED]] Sent: Wednesday, December 12, 2001 9:16 PM To: Teaching in the Psychological Sciences Subject: Re: dastardly deadlines and empty excuses Erica- Before you decide to feel bad consider the following: All of your students show up for the final exam except you're not there. No one knows where you are & no one knows where the exams are. The students are all sent home & no one knows if they will even get a final grade. A week later you call each of the students. You explain that you ran into a deer. Due to the trauma of the accident you just 'forgot' about the exam. You have photos of the car & are willing to show them. You suggest that they should come back from their holidays and write the exam. When they complain you ask, "Well, do you want to write the exam or not?" I suggest that you feel just as bad as those students would feel about you. All the best, -Don. On Wed, 12 Dec 2001 [EMAIL PROTECTED] wrote: > OK, a student contacted me a week after the final exam and emailed that she > had missed the exam and wanted to know how to arrange to make it up. Huh? I > wrote back 'why did you miss the exam, and why did you wait so long to get in > touch?' She replied that she had hit a deer with her car and did I want to > see photos? And she hadn't had a way to get to school, and then forgot about > the exam. This student had already missed two classes before the final. She > had my email address and my phone number. The syllabus clearly states that > you must contact me before an exam is missed or else document an emergency. > > I asked if she had sustained any injuries from the car accident and she wrote > back 'so are you going to let me take the exam or not?' > > This was not a poor student, she had been doing decent work in class and > could have gotten a B but ended up with an F. So why do I feel bad (I know > why I feel bad but is it just inevitable?) > Erica > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > ******************************************************************** Don Allen email: [EMAIL PROTECTED] Dept. of Psychology voice: (604)-323-5871 Langara College fax: (604)-323-5555 100 W. 49th Ave. Vancouver, B.C. Canada, V5Y 2Z6 ******************************************************************** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
