Re: Use of red ink - sort of

[Tim Shearon]

Kirsten said:

>
>>From a classical conditioning perspective **any** ink color can acquire
>negative connotations if the ink color is repeatedly and consistently
>paired with negative feedback such as comments and corrections on papers.

But from a classical conditioning perspective, wouldn't that depend on them not having neutral, positive, and unpaired (effects and color) trials. i.e., just explaining it with classical conditioning isn't enough. It is a confirmatory bias. They are looking for external justification, for lack of a better word, (maybe just a deflection of responsibility). i.e., this grade makes me feel bad. What did the teacher do to make me feel this way?, instead of, "What did I do/not-do that would have made this a better paper, resulted in less ink/criticism, and made me a happier student?" Sorry, I just don't think the negative feedback on most papers is the fault of the instructor. The next thing you know athletes will be blaming referees for their failures, or people will blame civil servants for the rules they enforce. . . . Of course, there are some faculty who are not kind or maybe even some who are cruel but I'm speaking to the general case. My teaching became a lot more rewarding when I realized that after being gentle but firm/fair, my students aren't going to be any happier at constructive criticism (no matter how well intentioned) than I was.

And Kirsten is correct that if you change color (of the ink, anyway!) they will change what they complain about (but it seems to me I hear a lot of the same complaints by faculty when they are reviewed or receive editorial feedback- and color of ink is irrelevant there too). i.e., it is a people issue, not really a student issue. I actually mention this (supportively) on my syllabi. I also learned to smile and to remember to put comments on EVERY paper about what is done well or is maybe just headed in that direction. I caught myself once in grad school. As I was walking down the sidewalk having one of those TA gripe sessions I actally said something to the effect of, "I just don't understand why you have to pat people on the back all the time for doing the right thing. Don't they get enough pleasure just from working hard?" I actually managed to hear myself say this and literally stopped on the spot and thought to myself, "I can't believe I said that." It had a real impact as I was studying for writtens at the time and had been reading a good bit of Skinner's work immediately prior to that. >From then on I've taken the time to say well done or good job as often and as enthusiastically as I point out errors (not that the students would necessarily agree with me on that!). Just another .02.
Tim S. _______________________________________________________
Timothy O. Shearon, PhD
Albertson College of Idaho
Department of Psychology
2112 Cleveland Blvd
Caldwell, Idaho

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