It is discouraging when you have a student that is seemingly asking for a bad grade. We are currently in the middle of informative speeches and one of the students volunteered to speak on the second day of speeches. When it came time for this individual to speak, it was quite apparent that there was little preparation. Still, the speaker got up and spoke.
Unfortunately shortly into the speech, this individual realized just how unprepared he was. In his speech, we started getting expletive after expletive. I will try and give a student a little leeway if something like this happens. It does not happen often, but sometimes the nervousness of a speaker overtakes the speaker.
Unfortunately, this speaker after using it once, started using one every other sentence. I am far from a prude, but in a professional speech, that does not cut it. In fact, even the other students in class finally asked him to clean up his language. So, unfortunately there is not much I can do. I know some of the other professor would fail him. Some of the students in my class, if they were the teacher, would fail this student. I won’t do that. I understand the frustrations of speaking, of losing your place, freezing, and just in general having things not go the way you had planned. If a student gets up in front of the class, the student will get some credit for speaking. However, while I will not fail this individual, the grade will clearly be reduced because of the language.
There is never a dull moment in class.
Sunday, September 30, 2007
Saturday, September 29, 2007
Overlooked Scheduling
The first time it looked like I was going to be teaching three classes in one semester, I was so careful in planning the syllabi and making everything jive. I wanted to avoid having a week where I would have to listen to students in all of my classes give speeches. It takes some time to critique them and I wanted to space them out. I successfully did that and was happy. Unfortunately, one of those three classes did not have the necessary enrollment and my efforts did not matter. I can handle students in two of the classes speaking on the same day.
The second time, the story was much the same. I got to the point where I did not really expect all three classes to go. It varied as to which class did not go, but one of them did not. So, at some point I stopped worrying about how the speeches fell.
This semester, I have three classes, all going, for the first time. This semester, I did not stop to plan out and make sure that students from all three classes were not giving speeches in the same week. It may have worked out that way, but I am not sure.
As it stands right now, I have five speeches from my MWF class that have to be critiqued. I have 11 icebreakers from my class of high school seniors that have to be critiqued. There were supposed to be 14, but three students were absent. And, I have one speech from my other Tuesday-Thursday class that has to be critiqued- a makeup icebreaker. So, while this was not the fault of the syllabus, last week was a week where I heard speeches from students in each of my classes and have to critique them. I hope that does not happen again.
I take a little bit of comfort in the fact that there is an hour break between my two Tuesday-Thursday classes, so if need be, I can use that time for critiquing the icebreakers of the high-schoolers. I would rather use that time for something else, but if I need it, it is there.
The second time, the story was much the same. I got to the point where I did not really expect all three classes to go. It varied as to which class did not go, but one of them did not. So, at some point I stopped worrying about how the speeches fell.
This semester, I have three classes, all going, for the first time. This semester, I did not stop to plan out and make sure that students from all three classes were not giving speeches in the same week. It may have worked out that way, but I am not sure.
As it stands right now, I have five speeches from my MWF class that have to be critiqued. I have 11 icebreakers from my class of high school seniors that have to be critiqued. There were supposed to be 14, but three students were absent. And, I have one speech from my other Tuesday-Thursday class that has to be critiqued- a makeup icebreaker. So, while this was not the fault of the syllabus, last week was a week where I heard speeches from students in each of my classes and have to critique them. I hope that does not happen again.
I take a little bit of comfort in the fact that there is an hour break between my two Tuesday-Thursday classes, so if need be, I can use that time for critiquing the icebreakers of the high-schoolers. I would rather use that time for something else, but if I need it, it is there.
Wednesday, September 26, 2007
It's Starting Already
It is amazing how things already take shape. We have started the first graded speech of the semester. I tell students if they miss a speech I deduct five points and grade it on a harder scale as they have more time to work on the speech. I also let them know if they have a valid excuse AND they contact me before the next class, I can forgo the five point deduction but not the harder scale since they still have the additional time.
Well today I was supposed to have 6 speeches but one student was not there and I have not heard from this individual (yet). On Monday, there were also supposed to be 6 speeches but one student did not show and one who did show was not prepared. The one who was not there on Monday claimed that I was sent an e-mail but it just was not getting through to me. I never saw it.
The second student, while I am disappointed was not ready to speak, at least came up to me and said, “I forgot”. At first it seemed like there was an excuse coming and then the student stopped and said, “You know what, I just forgot”. That approach goes a lot further with me.
Still, usually it is not until the second or third graded speech that students start missing the scheduled speaking date. It is very frustrating when it happens at all, but for it to be happening this early in the semester is very depressing. Sometimes I just wonder about the dedication of today’s students.
I am always tempted to make students who give late speeches wait an extra session for my critique and grade. I am always tempted to provide less feedback as my protest statement. Thus far, however, my conscience has always won out and I have been unable to do that.
Hopefully the rest of the students are there, on time, to give the speech on the date that each signed up for.
Well today I was supposed to have 6 speeches but one student was not there and I have not heard from this individual (yet). On Monday, there were also supposed to be 6 speeches but one student did not show and one who did show was not prepared. The one who was not there on Monday claimed that I was sent an e-mail but it just was not getting through to me. I never saw it.
The second student, while I am disappointed was not ready to speak, at least came up to me and said, “I forgot”. At first it seemed like there was an excuse coming and then the student stopped and said, “You know what, I just forgot”. That approach goes a lot further with me.
Still, usually it is not until the second or third graded speech that students start missing the scheduled speaking date. It is very frustrating when it happens at all, but for it to be happening this early in the semester is very depressing. Sometimes I just wonder about the dedication of today’s students.
I am always tempted to make students who give late speeches wait an extra session for my critique and grade. I am always tempted to provide less feedback as my protest statement. Thus far, however, my conscience has always won out and I have been unable to do that.
Hopefully the rest of the students are there, on time, to give the speech on the date that each signed up for.
Tuesday, September 25, 2007
Professor
My father taught as an adjunct professor for over 30 years. He had quite a following. He also had numerous degrees he had earned, many of which carried certain titles. Any were appropriate. Still, he used to tell his students if they wanted to make him feel smart, feel good, put him in a good mood before grading, they should call him ‘Professor’. When he first told his students this, he was not a full professor, although ultimately he was able to get the degree, despite being an adjunct.
I have a slightly different relationship with my students. I am on a first name basis with them, they can call me by my first name. This is something my father never would have done. Still, while I do not have any such degree, there is always a rewarding feeling when some of your students call you professor. I, of course, am not a professor. I think my rank is adjunct lecturer, but I am not even sure.
While I tell my students that they can call me by my first name, I also know that some of them are more comfortable calling me by my last name, or using a title, and I am fine with that. In fact, like my dad, sometimes I find it feeding my ego.
In fact, when I was interviewing for the full-time position (still no word) at campus, as I was getting a tour, a former student passed me in the hall and said, “Hey professor … , how are you?” That could not have been timed any better or more perfectively. It was a nice feeling and one that may help to earn me a position.
I have a slightly different relationship with my students. I am on a first name basis with them, they can call me by my first name. This is something my father never would have done. Still, while I do not have any such degree, there is always a rewarding feeling when some of your students call you professor. I, of course, am not a professor. I think my rank is adjunct lecturer, but I am not even sure.
While I tell my students that they can call me by my first name, I also know that some of them are more comfortable calling me by my last name, or using a title, and I am fine with that. In fact, like my dad, sometimes I find it feeding my ego.
In fact, when I was interviewing for the full-time position (still no word) at campus, as I was getting a tour, a former student passed me in the hall and said, “Hey professor … , how are you?” That could not have been timed any better or more perfectively. It was a nice feeling and one that may help to earn me a position.
Monday, September 24, 2007
Where Are You?
It seems every semester I have a student or two on my roster who never shows up to class. I e-mail the students but never hear back. The college policy is, if someone never shows up, you have to give them a failing grade and you list the last date the student attended class, which in this case would be the first class session.
I used to feel bad about failing these students. They never showed, maybe something happened, maybe they thought they dropped, who knows. I do, as I said before, however, e-mail them and try to do my part. Still, I would rather not fail such students.
Last semester, however, I learned something very interesting talking to one of the other adjuncts. It seems that in order to get certain amounts of financial aid, students often need to take a certain amount of credits. So, they register for a class to which they never intend to show. Sure, they fail the class, but they still get the financial aid.
When I learned of this little fact, I stopped feeling so guilty, so sorry for the students I failed because they never showed up. And, in the event the instructor who told me this is wrong, it is still up to the students to know what they have dropped and what classes they still have. Again, as a result, I do not feel so bad when I have to fail these students.
The joys of teaching.
I used to feel bad about failing these students. They never showed, maybe something happened, maybe they thought they dropped, who knows. I do, as I said before, however, e-mail them and try to do my part. Still, I would rather not fail such students.
Last semester, however, I learned something very interesting talking to one of the other adjuncts. It seems that in order to get certain amounts of financial aid, students often need to take a certain amount of credits. So, they register for a class to which they never intend to show. Sure, they fail the class, but they still get the financial aid.
When I learned of this little fact, I stopped feeling so guilty, so sorry for the students I failed because they never showed up. And, in the event the instructor who told me this is wrong, it is still up to the students to know what they have dropped and what classes they still have. Again, as a result, I do not feel so bad when I have to fail these students.
The joys of teaching.
Saturday, September 22, 2007
A Happy Camper
It is interesting how things work. Sometimes what we initially think is a negative can turn out to be positive (and, of course, Vice-Versa). Over the summer I had applied for a full-time teaching position at the college where I work as an adjunct. I have posted on this before, how I have always done what was asked of me and was disappointed that they did not even bring me in for an interview for the position. I would have been fine with them hiring someone else, but I really felt they should have tossed me a bone and interviewed me.
After this happened, I decided I needed to stop being so accommodating. I am not suggesting that I should cut back on doing my responsibilities, but I needed to also concentrate on me, instead of doing the things I hoped might bring me a full-time position.
As a result, when I put my syllabus together this semester, I took off all the Jewish Holidays. It is certainly legitimate and protected by state law. Still, it is difficult when you have seven days needed to take off within a month span (assuming none of the holidays fall on a weekend). This year, since Yom Kippur fell on a Friday, I only needed six days off. Still that meant that I needed last Thursday and Friday off (9/13-9/14), as well as this coming Thursday and Friday (9/27-9/28) and the following Thursday and Friday (10/4-10/5). In the past, I might have worked a couple of those days because I felt self conscious taking off so much time at the beginning of the semester in such a short period. This year is different. I took it off with no hesitation as I decided this was important to me and what I had done for years before.
As it turned out, many of you know from a previous post that after not getting the teaching position, I interviewed for another position on campus. I do not know if I will get it (I hope so), but one way or another, at least they did what I feel they needed to, they gave me the opportunity to interview for it. From here, they will decide who their favorite choice is (and I’m sure rank the first few candidates in order in case the first person offered the position turns it down).
In other words, I am taking off all the days I want (need, or feel entitled to) and I have the opportunity to obtain a full-time position at the college. I am a happy camper.
After this happened, I decided I needed to stop being so accommodating. I am not suggesting that I should cut back on doing my responsibilities, but I needed to also concentrate on me, instead of doing the things I hoped might bring me a full-time position.
As a result, when I put my syllabus together this semester, I took off all the Jewish Holidays. It is certainly legitimate and protected by state law. Still, it is difficult when you have seven days needed to take off within a month span (assuming none of the holidays fall on a weekend). This year, since Yom Kippur fell on a Friday, I only needed six days off. Still that meant that I needed last Thursday and Friday off (9/13-9/14), as well as this coming Thursday and Friday (9/27-9/28) and the following Thursday and Friday (10/4-10/5). In the past, I might have worked a couple of those days because I felt self conscious taking off so much time at the beginning of the semester in such a short period. This year is different. I took it off with no hesitation as I decided this was important to me and what I had done for years before.
As it turned out, many of you know from a previous post that after not getting the teaching position, I interviewed for another position on campus. I do not know if I will get it (I hope so), but one way or another, at least they did what I feel they needed to, they gave me the opportunity to interview for it. From here, they will decide who their favorite choice is (and I’m sure rank the first few candidates in order in case the first person offered the position turns it down).
In other words, I am taking off all the days I want (need, or feel entitled to) and I have the opportunity to obtain a full-time position at the college. I am a happy camper.
Friday, September 21, 2007
Whose Line
Today we played Whose Line Is It Anyway in class. Before the students give their first speech, I play the game, it has become one of my trademarks. First we watch a bunch of segments from the show and then we play.
I remember when I was in High School, if our English teacher wanted to “reward” us, she would show us some videotapes of the Best Of Saturday Night Live (Old Cast) and we all enjoyed it. In part, I show the clips for the entertainment and enjoyment purposes. It is not a reward, but it helps students get a laugh before their first graded assignment.
In addition, it teaches the students how difficult it can be to come up with creative improv stuff. The main purpose, however, is to make the students embarrass themselves a little bit. I am not looking to make this a horrific experience, just a little bit of embarrassment. After everyone has had a chance, I explain that most speakers are nervous when giving a speech because they are afraid of doing something that will embarrass them in front of others (whether that is making a mistake, poor delivery, or something else). Here, they have just embarrassed themselves in front of the rest of the class so they no longer need to worry about that and they can just relax and concentrate on doing well.
This exercise usually seems to help and even if it doesn’t, most of the students enjoy playing the game. And, perhaps as an added treat (or maybe an added bit of displeasure) I play too. They, as a class, can pick which event I participate in.
I would not ask my students to do something that I am unwilling to do.
I remember when I was in High School, if our English teacher wanted to “reward” us, she would show us some videotapes of the Best Of Saturday Night Live (Old Cast) and we all enjoyed it. In part, I show the clips for the entertainment and enjoyment purposes. It is not a reward, but it helps students get a laugh before their first graded assignment.
In addition, it teaches the students how difficult it can be to come up with creative improv stuff. The main purpose, however, is to make the students embarrass themselves a little bit. I am not looking to make this a horrific experience, just a little bit of embarrassment. After everyone has had a chance, I explain that most speakers are nervous when giving a speech because they are afraid of doing something that will embarrass them in front of others (whether that is making a mistake, poor delivery, or something else). Here, they have just embarrassed themselves in front of the rest of the class so they no longer need to worry about that and they can just relax and concentrate on doing well.
This exercise usually seems to help and even if it doesn’t, most of the students enjoy playing the game. And, perhaps as an added treat (or maybe an added bit of displeasure) I play too. They, as a class, can pick which event I participate in.
I would not ask my students to do something that I am unwilling to do.
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