Annette said: I also agree with the person who said that the students had plenty of time to take responsibility for their own learning; AND you might start a dependency precedent. PLUS, never show any weakness--it will come back to haunt you.
Annette- I wonder though. I read Carol's request as primarily concerned about the students carrying forth in the class without the requisite skills (neuroanatomy, specifically) to do well. In which case, I think asking them to do work to "make it up" is far wiser than worrying about the likelihood of "a dependency precedent". Respectfully, I also disagree with you on the "never show weakness". I think it really depends on the situation, on the professor, and on other factors. For example, if anything I'm perceived as somewhat "scary and intimidating" (their words not mine!) by some of my students. When they see that I'm actually not and am genuinely concerned for them it seems to have a very positive effect on their efforts. (Not to say that it couldn't cause problems). :) Tim _______________________________ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
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