Each year during the latter part of the year, I find that my office hours and extra appointments are busy meeting with students. Office Hours are important, and they are not about me. This is the moment in which I do lots of listening. Typically this is the time of the year when students are scrambling to work on their papers, proposals, and other assignments. This last week my office hours were teeming with students who wanted to get help with their major research projects. Many wanted more direction about my comments, so that they could improve their assignment. For some students this process is not easy. I can see hands shaking and nervous looks as they sat and chat with me.
But, I would be remiss if I did not address that a small number of students come to office hours and are somewhat defensive. Again, this is a small amount and I would offer that one common trait with this small number is that they do not really listen. They are typically waiting to talk and respond, but tend to not listen to the advice or direction that I offer. And, they usually preface the meeting with something like this, “I am not here to ask for more marks.” <–Actually, you are or at least 9 out of 10 times, this is the case with the student in my office. It is better to note, “I want to do better with the next assignment.”
This small group is also typically convinced that their idea/topic is perfect and does not need any revision. These moments cause interesting conversations, as I am trying to help and I am cognizant of my grading rubric. It is my class! And, I am almost twenty years into teaching and have sound feedback to give. But, I cannot be defensive nor scold my students. Listening is important. I have to take a step back and think if the rubric or information in class or in the syllabus was clear.
Last year I had one student note in the course experience evaluation that my three sentences in the syllabus about an assignment was unacceptable. I took that to heart and reviewed my syllabus and lectures. Now, responding to the comment. The three class sessions dedicated to the assignment and extra office hours did not exist?! C’mon. I also had a student note that they did not know what they had to do to get the A+. I include a grading scale in my syllabus and it is clear that A+ work is exceptional. I point this out as I reflect on the comments and want to remind that patience works both ways.
That is right, the best advice I can give is patience. It is hard to review and revise our work and this is also hard for our students. We grade them and they get one official time to “grade” us. Smiling. This does not count RMP, Yik Yak or other social media. Patience is important. I keep on reminding myself of this when each student enters my office. And, I explain this to my Teaching Assistants, and other colleagues.
I have taken a few online courses during the last five to six years. I support life-long learning and it’s good for me to be a student after nearly 20 years of teaching. I was recently enrolled in one course and I dropped it. It’s too bad, too.
Why did I drop the course? Well, after four negative experiences with the instructor, I spoke up and said, “I do not appreciate your passive aggressive emails to me.” I also contacted the department to complain about the way that I was treated. I cannot remember the last time I was treated this poorly by one of my professors. Actually, I can, but that particular professor was rude to everyone and some found it charming. I did not. I did not take any additional courses with her and I promised that I would not repeat that behavior.
As a professor, I have had to ask a student to leave my office and go to the chair with the comment/complaint. I have also told a student that a boundary has been crossed with a rude email to me. However, I try my best to treat my students with respect and hope for the same. I have had to walk away from a student and say, “We are done.” And, this has only been when the student stepped into my physical space and I knew that the best thing was to end the conversation.
Overall, I am glad that I dropped the course. I am also quite appreciative that I heard back from the department. I had a good conversation and I was clear that I will not take another course with that instructor. Remember–treat people the way that you want to be treated. And, if you have the urge to be rude, don’t. It takes energy to be mean or rude, and it is far easier to be pleasant and professional. Thanks for reading!
This post is worth sharing again. I spent the weekend and part of last week reviewing and marking first year mid-terms. This post is worth sharing again and again. This morning I read some of this blog aloud to my first years. I even had the blog up on the screen for them to see. I do think it is important to remind students that the mark is not about you, but the work that was reviewed. We (me and the TAs) are not judging you as a person. I know that it might feel like it, but that is not the case.
If I could look into the eye of every student (undergrad and graduate) and say:
Your course grades do not reflect who you are as a person. The grade is only an assessment of your performance in this moment with these assignments–no more. You should not take the grades personally and wonder if this means that the person who assessed your work doesn’t like you. We are assessing so much work and it’s ultimately about the writing, analysis, presentation, ideas, grammar, spelling punctuation, directions, but not about you as a person. The assessment is about the performance of the assignment or the project and it is not personal. And, I also ask that you think about the assignment that you submitted. Was it your best work and did you follow the directions? Are you owning the grade and the comments? It is so to say that the Teaching Assistant or Professor has it in for you or does not understand you, but is there more there? A moment of introspection is needed so that you can think about the assignment and the expectations for your work.
I remember when I started teaching and I was more casual with the students. I would occasionally hear the following, “But I thought you liked me.” I conferred with my mentors and was told–you have to be more formal. Use your title and remind them that you are assessing their work and not them. Who they are has nothing to do with the grade. It’s about the writing and thinking. I re-worked my syllabi and did become more formal the following term and didn’t hear those personal statements again. March Madness on campus is really not just about basketball. It’s also about research, thinking, and writing. Mange your time well so that you do justice to your ideas. My purple pen is here to comment and tease out ideas. I pick up each paper and think~ what is here and how can I help? The assessment is really about the ideas. Please remember this.
Today was one of those days. I saw two families driving on the wrong side of the road. I also saw lots of parents with their kids walking around the bookstore and other parts of campus. The families looked happy. And, if anything, the incoming student looked excited. I want to welcome all of us to a new term.
The new term means a fresh start for all of us. I am looking forward to meeting my new students and colleagues. I was lucky enough to meet lots of new faculty at a few events in August. The new term is the perfect time to move forward with good intentions. The new term is the start of something precious. Yes, it’s precious. The clean slate is a good time to start new habits and try to keep to them. I am thinking about what I want this term. What do you want for the new term?
Last week I blogged about Lessons Learned, when a class does not go well. This post picks up where I left off, but focuses on my best teaching experience to date. I love teaching. I view it as a form of mentoring and learning that works both ways. I learn from my students, and I have ample opportunity to work with them as they read and engage with the course materials, their peers, and me. Mentoring is important to me and this class offered lots of mentoring moments.
Last Fall I taught a new course for the Technology and Society Program, Digital Skills for Your Career and the course was amazing. I need to clarify, I co-taught with an awesome person and she helped make it successful. The students were also open to the material and learning. We also had colleagues from Career and Co-op lecture about planning for your career trajectory, resume tips, and LinkedIn tips. The thing is that we had lots of exercises and group work for the class.
The students started off with putting together an About.me page, where they could think about who they are and what they’d like to share. The course was also meant to have them think about being in control over their digital footprints. They also had to populate a LinkedIn profile well, blog, and then give a presentation about themselves and something that they’re interested in as their final project. There was also group work during class sessions.
We had a wide array of guest speakers from government, media, technology, non-profit, entrepreneurs, and other educators. Everything fit in well and our office hours were quite busy with the students. The student feedback unofficially and officially (student evaluations) was extremely positive. What worked well is that we allowed them to be vulnerable. We talked about vulnerability and we saw that thinking and planning was frightening, and they needed a space to do this. We graded them on their writing, depth of analysis, and public speaking. Overall, the course was awesome. Several of the students shared that they were recruited via their LinkedIn profile, and others used the class to think about what was next for them.
I am teaching the course again, and by myself this time. We are going to read Tom Rath’s Strength Finders and Sheryl Sandberg’s Leaning in For Graduates. I also have lots of articles about using social or digital tools wisely. Overall, I am looking forward to the class, and I hope that this next cohort of students are as excited as I am.