For the past few days I have mainly been ranting about attendance and what is an excused absence. This can be a thin line but often times students just look to take advantage. I am curious to get some feedback on one particular situation in terms of whether or not readers of this blog think this is legitimate and should be an excused absence.
I have had some students tell me that they have missed class because they had a doctor’s appointment. To complicate matters more, often times I am told they are not the individual who set the appointment; either spouse or a parent did it and they may not have known in advance that the appointment was made (that is what some say).
I have mixed reactions. If it is an appointment then it can be made for another time. If the appointment is made during my class then the student is saying that doing something else during my class time is more important than showing up to my class.
On the other hand, I do not want my students getting sick because they forced themselves to attend my class when they should have been getting check out. I also don’t want students who are truly ill feeling like they have to push themselves to show up to my class. Still, this can be made fairly obvious. Last semester I had a student who had attended every class, always volunteered to speak on the first day and often times skipped other family or social events (it would sometimes make it into the speech delivered by this student) to be in class. One day when this student was scheduled to speak, I got an e-mail saying the individual had strep throat and was extremely apologetic about missing class. Based on an entire history, it never even entered my mind that this was anything but legitimate (and it was, and was the only class this student missed).
Still, I prefer not asking or prying for information about a doctor’s appointment. Not all students are comfortable talking about why they are seeing the doctor. I do recognize that sometimes if you are in pain, you want to see a doctor as soon as possible. I know what it is like to have a toothache and agree to take the first available appointment regardless of when it is, so when I student had to cut out early on a three hour class to see the dentist because of a toothache, I understood.
Like anything else, I think there are times when it is legitimate to skip class to see a doctor and times when it is not. Still, if you prefer not to ask why the student is seeing the doctor, how do you know where to draw the line? And, if you do ask, it still can lead to questions about where you draw the line.
So, I ask you, what would you do?
Wednesday, February 20, 2008
Monday, February 18, 2008
Know Your Resources
It is amazing how much easier teaching is when you know what resources you have available and you are familiar with them.
Over the years I have learned to appreciate the resources. First, I learned which chapters had an appendix after them. There is one about visual aids and an early one about delivering the icebreaker (the first speech). Looking over these appendices, I learned that it quite effectively covered information that I wanted to disseminate to the students. The appendix not only gives the information to the students, it helped me develop my lesson plan.
I also learned to appreciate the videotape the author of the textbook included. The tape has samples of each type of speech. It helps most students to see some of these speeches. We discuss and critique them together in class. The students are much more critical of these speeches than they are of each other, but that is fine.
The book also included video excerpts from student speeches to help illustrate points made in the textbook. Not every point needs an illustration and, honestly, not every illustration is great or effectively makes the point (at least in my opinion), but a number of them are good and I do use some of them.
The department also has a videotape of some of the greatest political speeches ever given. This too is available to the faculty and can help to illustrate various points.
All of these materials are items I have used. They have helped me be more effective. It is amazing how much more you can get done in class when you know what is available to you and you go ahead and use it.
Over the years I have learned to appreciate the resources. First, I learned which chapters had an appendix after them. There is one about visual aids and an early one about delivering the icebreaker (the first speech). Looking over these appendices, I learned that it quite effectively covered information that I wanted to disseminate to the students. The appendix not only gives the information to the students, it helped me develop my lesson plan.
I also learned to appreciate the videotape the author of the textbook included. The tape has samples of each type of speech. It helps most students to see some of these speeches. We discuss and critique them together in class. The students are much more critical of these speeches than they are of each other, but that is fine.
The book also included video excerpts from student speeches to help illustrate points made in the textbook. Not every point needs an illustration and, honestly, not every illustration is great or effectively makes the point (at least in my opinion), but a number of them are good and I do use some of them.
The department also has a videotape of some of the greatest political speeches ever given. This too is available to the faculty and can help to illustrate various points.
All of these materials are items I have used. They have helped me be more effective. It is amazing how much more you can get done in class when you know what is available to you and you go ahead and use it.
Sunday, February 17, 2008
Non-Graded Assignments
I am learning that it does not matter what additional comments you make to students, if you tell them an assignment is not graded, many of them do not take it seriously. The first public speaking assignment I give my students is to deliver an icebreaker. This is a speech of self introduction. I tell them I do not want it to be an autobiographical outline of their life, I want it to let us know something about their personality.
This is a non-graded assignment. It is non-graded for a number of reasons. First off, I do not think it is fair to give students a graded assignment during the first week and a half of classes. I also tell them I want to let them read my critique of a non-graded speech so they know the things I look for and what I consider important.
I explain that they can use the same topic for more than one speech, so they needn’t worry about using a topic, something related to their personality, and not being able to use it on a graded speech. The speech is supposed to be one-and-a-half minutes to three-and-a-half minutes. I also tell them, and it states in my syllabus, while it is not graded per se, it does count towards the class participation grade.
I had one student deliver the speech and during his speech say, “I really did not put anytime into preparing this speech. I figured since it is not graded, I did not need to waste my time”.
I wanted to write in his critique, “I really did not put anytime into this critique. Since you felt the assignment did not warrant any thought on your part, I decided the critique did not warrant time on my part.
At least this student, and some of the others who only spoke for thirty seconds or so, completed the assignment. There are some other students that still have yet to deliver the icebreaker; three in fact, two in one class and one in another.
In my class that meets twice a week, the person who volunteered to speak first was not in attendance when the speeches were given, and also missed the next two sessions. Upon returning I was told that she was not feeling well for one of those sessions and then her daughter was not feeling well (but I did not get any call before she returned to class as my syllabus states should be done).
The second student in that class did e-mail me and call to tell me she was undergo some test at the hospital and she would be missing a few classes. Both of them returned to class on the same session and both asked to hold off one more class session before delivering the speech. Guess what? At the following session, neither student was in class.
As for my student in the class that meets once a week, she was not registered for the class until after the first two weeks went by. My guess is she probably registered for another class that was cancelled due to low enrollment and she needed to find something else to take its place. The third session she was in class and I explained the assignment, letting her know she would be speaking the following class. Again, guess what? She was not in class the following session.
Folks, just because I am not putting a grade on it, it does not mean the assignment is unimportant. Moreover, as I told them and as is stated in the syllabus, this is part of the class participation grade. 5% of class participation is based on whether or not they successfully complete the four non-graded S/U assignment. Another 5% is based on actual participation in class, during class discussions. Some students may be in for a surprise.
This is a non-graded assignment. It is non-graded for a number of reasons. First off, I do not think it is fair to give students a graded assignment during the first week and a half of classes. I also tell them I want to let them read my critique of a non-graded speech so they know the things I look for and what I consider important.
I explain that they can use the same topic for more than one speech, so they needn’t worry about using a topic, something related to their personality, and not being able to use it on a graded speech. The speech is supposed to be one-and-a-half minutes to three-and-a-half minutes. I also tell them, and it states in my syllabus, while it is not graded per se, it does count towards the class participation grade.
I had one student deliver the speech and during his speech say, “I really did not put anytime into preparing this speech. I figured since it is not graded, I did not need to waste my time”.
I wanted to write in his critique, “I really did not put anytime into this critique. Since you felt the assignment did not warrant any thought on your part, I decided the critique did not warrant time on my part.
At least this student, and some of the others who only spoke for thirty seconds or so, completed the assignment. There are some other students that still have yet to deliver the icebreaker; three in fact, two in one class and one in another.
In my class that meets twice a week, the person who volunteered to speak first was not in attendance when the speeches were given, and also missed the next two sessions. Upon returning I was told that she was not feeling well for one of those sessions and then her daughter was not feeling well (but I did not get any call before she returned to class as my syllabus states should be done).
The second student in that class did e-mail me and call to tell me she was undergo some test at the hospital and she would be missing a few classes. Both of them returned to class on the same session and both asked to hold off one more class session before delivering the speech. Guess what? At the following session, neither student was in class.
As for my student in the class that meets once a week, she was not registered for the class until after the first two weeks went by. My guess is she probably registered for another class that was cancelled due to low enrollment and she needed to find something else to take its place. The third session she was in class and I explained the assignment, letting her know she would be speaking the following class. Again, guess what? She was not in class the following session.
Folks, just because I am not putting a grade on it, it does not mean the assignment is unimportant. Moreover, as I told them and as is stated in the syllabus, this is part of the class participation grade. 5% of class participation is based on whether or not they successfully complete the four non-graded S/U assignment. Another 5% is based on actual participation in class, during class discussions. Some students may be in for a surprise.
Saturday, February 16, 2008
You Missed Class, Why?
The other day I wrote about students missing classes for Valentine’s Day. I find it intriguing the days for which students will miss class and quite honestly, it is amazing what students consider valid reasons for missing classes.
I had a student who came into my office to tell me he was going to miss my class (which started in 30 minutes) because he had to bring his car in for service since it was not handling well. I know, first hand, how frustrating that can be. Still, the student was already on campus. Could he really not wait until after my class to bring his car in for service? (There are no classes in session on Tuesdays and Thursdays from 12:30-2:00).
Even if he had something else to do, he still is telling me the other things on his plate are more important than my class as the only time he can get his car to the shop is during my class. He, of course, has every right to make that decision, but I have every right not to consider this an excused absence. We often have to make choices and those choices have both rewards and benefits.
Another student came up to me and told me she was missing a class of mine because she was attending another public speaking class, taught by a different teacher, at a different community college. Why was this student missing my class? Her friend, who attended the different college was delivering a speech and she wanted to hear her friend speak. So, this other teacher’s class, apparently, was more important than mine.
There are, of course, time when students legitimately miss class. One student wrote to tell me her fiancée’s mother suffered a heart attack the previous evening and had passed away. The family wanted to all be together the next day. I realize that she is not yet married and I understand that this is an in-law, not a parent, still I am okay with this. I know what it is like and the importance of being there for a spouse, or a soon-to-be spouse when someone passes away. As long as I am not being played and her fiancée’s mother truly did pass away, this is legitimate.
It is unfortunate I even have to put that last sentence there but I have had too many students try and play games. Still, I will give her the benefit of the doubt and accept this as legitimate. If there become additional absences where I am constantly hearing stories as to why they should be excused, then I will check into all of them but at this point, I have no reason to think the student was lying.
Students’, all I can say is, when you miss class, you are sending a message to the instructor. Stop and think what that message is and if you really want to send it.
I had a student who came into my office to tell me he was going to miss my class (which started in 30 minutes) because he had to bring his car in for service since it was not handling well. I know, first hand, how frustrating that can be. Still, the student was already on campus. Could he really not wait until after my class to bring his car in for service? (There are no classes in session on Tuesdays and Thursdays from 12:30-2:00).
Even if he had something else to do, he still is telling me the other things on his plate are more important than my class as the only time he can get his car to the shop is during my class. He, of course, has every right to make that decision, but I have every right not to consider this an excused absence. We often have to make choices and those choices have both rewards and benefits.
Another student came up to me and told me she was missing a class of mine because she was attending another public speaking class, taught by a different teacher, at a different community college. Why was this student missing my class? Her friend, who attended the different college was delivering a speech and she wanted to hear her friend speak. So, this other teacher’s class, apparently, was more important than mine.
There are, of course, time when students legitimately miss class. One student wrote to tell me her fiancée’s mother suffered a heart attack the previous evening and had passed away. The family wanted to all be together the next day. I realize that she is not yet married and I understand that this is an in-law, not a parent, still I am okay with this. I know what it is like and the importance of being there for a spouse, or a soon-to-be spouse when someone passes away. As long as I am not being played and her fiancée’s mother truly did pass away, this is legitimate.
It is unfortunate I even have to put that last sentence there but I have had too many students try and play games. Still, I will give her the benefit of the doubt and accept this as legitimate. If there become additional absences where I am constantly hearing stories as to why they should be excused, then I will check into all of them but at this point, I have no reason to think the student was lying.
Students’, all I can say is, when you miss class, you are sending a message to the instructor. Stop and think what that message is and if you really want to send it.
Thursday, February 14, 2008
Valentine's Day Classes
I know that there are certain times of the year, points in the semester, when attendance will be low. For instance, where I teach, there are classes the day before Thanksgiving. I know that if I am teaching a class that meets on Wednesdays, a certain portion of the students will not be there as they are travelling home. Similarly, I know that the last class session, if all work has been completed, a number of students will not be there. This is especially true if the last day of class is on a Monday and I am teaching a MWF class. Students show up on Friday, the last class session of a full week but then they take off.
I did not realize that Valentine’s Day also qualified as a Holiday when students miss class. I had six out of 16 students missing from class Thursday evening. Now, this is not an excused absence but being that class goes from 6-9pm, I guess, when I think about it, I am not truly surprised that a number of students missed class. If they wanted to go out to dinner with their significant other than it would be difficult to make it to class. Mind you, this is not a legitimate excuse, just the way some students think.
It is my earlier class that surprised me. That class meets from 11-12:20, it is right in the middle of the day. You could make it to class and still go out for a nice dinner, or do something nice or romantic with your significant other. In my morning class, six of 23 students were not there. Proportionally that is better than the evening class but it still seemed like a high number.
I am not sure if students just look for any excuse to skip out on class or if they did miss class because they truly wanted to do something nice for someone else. Either way, those students that missed class now have a lot of work to make up!
I did not realize that Valentine’s Day also qualified as a Holiday when students miss class. I had six out of 16 students missing from class Thursday evening. Now, this is not an excused absence but being that class goes from 6-9pm, I guess, when I think about it, I am not truly surprised that a number of students missed class. If they wanted to go out to dinner with their significant other than it would be difficult to make it to class. Mind you, this is not a legitimate excuse, just the way some students think.
It is my earlier class that surprised me. That class meets from 11-12:20, it is right in the middle of the day. You could make it to class and still go out for a nice dinner, or do something nice or romantic with your significant other. In my morning class, six of 23 students were not there. Proportionally that is better than the evening class but it still seemed like a high number.
I am not sure if students just look for any excuse to skip out on class or if they did miss class because they truly wanted to do something nice for someone else. Either way, those students that missed class now have a lot of work to make up!
Tuesday, February 12, 2008
I Know You All
I think at this point, I now know all my students and am pretty sure I know who is in and who is out. It is interesting to think that here we are, three weeks into the semester are over, and I am just now finding out who is in class and who is not.
The Friday class started with 11 students but over the next couple of weeks, three more added the class. The last person to add showed up to class last Friday for the first time (It was really the first time she could have done so because of when she added the class).
My Tuesday-Thursday class has 23 students. One student missed the first two classes but e-mailed me before the semester even started to tell me about her upcoming surgery and how that meant she would miss the first two classes. One student was there for the first two classes but missed the next four. I would have thought she dropped the class but she also got in touch with me to tell me about some medical issues going on. The third student showed up for the first three classes, volunteered to be the first one to deliver her icebreaker and then on the fourth session, the day the icebreakers were to be given, did not show up. She did not show up for the next four sessions nor did she respond to an e-mail I sent. I figured she had dropped the class or planned on doing such, only to see her in class today. Apparently first she got sick and then her child. Legitimate, but she really should have been in touch with me and she was not.
Then there is the Thursday class which has 17 students. This is the one I am still a little unsure of. One of the students showed up to the first class but has not been there since. I am assuming he had dropped or will do so (or maybe withdraw), but I am not sure. He has not sent me any notification but he still appears on my electronic roster, which should be updated as soon as something changes. I am guessing he is just lazy in dropping the class, but I am not 100% sure.
Still, I now have a good feel as to who is in my class as well as who they are.
The Friday class started with 11 students but over the next couple of weeks, three more added the class. The last person to add showed up to class last Friday for the first time (It was really the first time she could have done so because of when she added the class).
My Tuesday-Thursday class has 23 students. One student missed the first two classes but e-mailed me before the semester even started to tell me about her upcoming surgery and how that meant she would miss the first two classes. One student was there for the first two classes but missed the next four. I would have thought she dropped the class but she also got in touch with me to tell me about some medical issues going on. The third student showed up for the first three classes, volunteered to be the first one to deliver her icebreaker and then on the fourth session, the day the icebreakers were to be given, did not show up. She did not show up for the next four sessions nor did she respond to an e-mail I sent. I figured she had dropped the class or planned on doing such, only to see her in class today. Apparently first she got sick and then her child. Legitimate, but she really should have been in touch with me and she was not.
Then there is the Thursday class which has 17 students. This is the one I am still a little unsure of. One of the students showed up to the first class but has not been there since. I am assuming he had dropped or will do so (or maybe withdraw), but I am not sure. He has not sent me any notification but he still appears on my electronic roster, which should be updated as soon as something changes. I am guessing he is just lazy in dropping the class, but I am not 100% sure.
Still, I now have a good feel as to who is in my class as well as who they are.
Saturday, February 9, 2008
Make My Day!
Go Ahead, Make My Day!
One of my student’s actually made my day during yesterday’s class. I like to start off my first (Public Speaking) class session with a quote from the Greek orator and leader Pericles who said, “One who forms a judgment on a topic on any point but cannot explain it, might as well never have thought at all on the subject”.
I ask my students what they think about this quote. Often times many agree and then I started asking questions. Have you ever been discussing a topic with someone and said, “I know what I mean, I just can’t explain it”? Just about everyone in the class nods in agreement, or gives a knowing nod. I continue, “According to Pericles, you should not waste our time or your time by even thinking about it, if that is the case. Now, how do you feel about the comment?”
Usually at this point the debate gets going. Some students, not surprisingly, are timid and I tell them there is no wrong or right answer, this is just how they feel about the quote. I get some interesting feedback from the class and one thing which is said just about every time I use this quote is, by discussing it, it can help you redefine and/or clarify your own thoughts.”
Yesterday one of my students’ entered class and said to me, “I hope your happy,” with a mock edge to her voice.
“Why,” I asked?
She explained that she had been debating this comment with her family all week long. Apparently, when she returned how after class, “What did you do in school today,” came up in conversation. She told her family about the quote and the subsequent discussion.
Following that, her family picked up the debate and kept it going for the week. I was thrilled. It is a great feeling when you can get through to someone and they want to continue talking about the class discussion with other people after that session has come to an end.
Let’s see if I can continue to have such luck. Certainly this one class is made up of opinionated, well thought, respectful individuals, who are willing to talk. At least, that is the early returns on the class. Hopefully I am correct and the discussions will continue to be effective and maybe some other discussions will make it outside the walls of my classroom.
One of my student’s actually made my day during yesterday’s class. I like to start off my first (Public Speaking) class session with a quote from the Greek orator and leader Pericles who said, “One who forms a judgment on a topic on any point but cannot explain it, might as well never have thought at all on the subject”.
I ask my students what they think about this quote. Often times many agree and then I started asking questions. Have you ever been discussing a topic with someone and said, “I know what I mean, I just can’t explain it”? Just about everyone in the class nods in agreement, or gives a knowing nod. I continue, “According to Pericles, you should not waste our time or your time by even thinking about it, if that is the case. Now, how do you feel about the comment?”
Usually at this point the debate gets going. Some students, not surprisingly, are timid and I tell them there is no wrong or right answer, this is just how they feel about the quote. I get some interesting feedback from the class and one thing which is said just about every time I use this quote is, by discussing it, it can help you redefine and/or clarify your own thoughts.”
Yesterday one of my students’ entered class and said to me, “I hope your happy,” with a mock edge to her voice.
“Why,” I asked?
She explained that she had been debating this comment with her family all week long. Apparently, when she returned how after class, “What did you do in school today,” came up in conversation. She told her family about the quote and the subsequent discussion.
Following that, her family picked up the debate and kept it going for the week. I was thrilled. It is a great feeling when you can get through to someone and they want to continue talking about the class discussion with other people after that session has come to an end.
Let’s see if I can continue to have such luck. Certainly this one class is made up of opinionated, well thought, respectful individuals, who are willing to talk. At least, that is the early returns on the class. Hopefully I am correct and the discussions will continue to be effective and maybe some other discussions will make it outside the walls of my classroom.
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