In response to yesterday’s post, Virtual Professor (Check out her blog) raised an interesting point. She argues, since we as teachers have paid our dues, shouldn’t we be playing by a different set of rules. To help illustrate her point, she explains that parents and children do not, nor should they, play by the same rules.
She has a valid point. She may very well agree with what I am about to say, but then again she may not. My thoughts on the topic:
Yes, we are entitled to play by a different set of rules. What, however, qualifies as a legitimate different set of rules? Parking spaces that are closer to buildings and not having to pay for parking stickers (or paying less) is fair. Paying less for meals on campus or having nicer dining facilities on campus for instructors is fair. I got my textbook for free and students have to pay for theirs. I have no problem with that (although I do have an issue with the ridiculous amount charged for textbooks). There are other areas where a different set of rules is fine, other perks as well.
What I try to avoid are doing the things I would not want other people doing to me in other industries. For example, if I am traveling and need to go through the security check point at an airport, I have to wait inline. I get frustrated with airline personnel who feel they can just cut to the head of the line and go through. As a result, if I am getting something from the cafeteria, I never cut in front of students who were there before me. If there are long lines and I can’t get the item and get to class on time, I wait until after class to purchase the food or beverage.
If I list office hours, I am going to be there during the specified time. If I tell students they will have a paper back by a certain date, they will have it back by the date. If equipment is set aside just for students (I may not think that is fair, but if it is done), I am not going to use it.
I am not sure how many of these things qualify as ‘Basic courtesy’ to Virtual Professor. I have a feeling a lot of them may fall into that classification and that we are mostly in agreement, but I do not want to put words in someone else’s mouth.
My main point is, we need to hold ourselves accountable to the same standards we use for our students. We should play be a set of fair rules, but there are times where we are entitled to some ‘Different rules’ as well.
Friday, February 29, 2008
Thursday, February 28, 2008
Living By The Same Set Of Rules
I was talking with a fellow adjunct professor today and I noticed how many of us have two sets of rules, one for students and one for ourselves. I hope I do not fall into that category.
I remember how as a graduate student I showed up half an hour late to class. My watch had stopped and restarted without my knowledge, so when I walked into class thinking I was on time, I was actually 30 minutes late. This was a class made up of graduate and undergraduate students. The instructor stopped mid-sentence to lecture me about the importance of showing up on time.
While I was frustrated and annoyed by the professor’s reaction, he certainly had a right to do so and this was an important issue to him. For the rest of the semester I tried to redeem myself and actually was successful in doing so. I had this professor for two classes and I showed up an hour early to each session of both classes, about 15 minutes before he got there, so he would see me ready and eager to learn.
What annoyed me was when I needed to see him about an issue and showed up at his office, during his posted office hours, he was not there. I waited for thirty minutes and he did not show. I got up to leave and as I was walking out, he was first walking in. He looked at me and begrudgingly said, “I suppose you want to see me too”.
“Yes,” I replied.
“Well, you’ll have to come back in about 20 minutes because I have things I need to take care of first,” he said. When I returned 20 minutes later, he looked at me and said, “You need to learn the first rule of being a graduate student; Early to class, late to office hours.”
What the instructor was telling me was, “My life and my schedule are important, yours are not”. I made up my mind right then and there to live by the same set of rules I give my students.
Getting back to the adjunct professor I was talking with earlier, he was complaining that he was booted off a library computer because they are for students. He said that as he left he looked and saw most of the students were simply checking their personal e-mail accounts, not even their campus e-mail.
I understand the frustration but these computers are set aside for students. As adjuncts, we have offices. Yes, we share them with many other adjuncts so a computer is not always available, but you can wait and use it and we are given access.
I am guessing this instructor would have been the first to voice displeasure if students were using equipment set aside for professors. We may not like it, we may not approve of what students are using equipment for, but it is set aside for them. We should live by the same set of rules!
I remember how as a graduate student I showed up half an hour late to class. My watch had stopped and restarted without my knowledge, so when I walked into class thinking I was on time, I was actually 30 minutes late. This was a class made up of graduate and undergraduate students. The instructor stopped mid-sentence to lecture me about the importance of showing up on time.
While I was frustrated and annoyed by the professor’s reaction, he certainly had a right to do so and this was an important issue to him. For the rest of the semester I tried to redeem myself and actually was successful in doing so. I had this professor for two classes and I showed up an hour early to each session of both classes, about 15 minutes before he got there, so he would see me ready and eager to learn.
What annoyed me was when I needed to see him about an issue and showed up at his office, during his posted office hours, he was not there. I waited for thirty minutes and he did not show. I got up to leave and as I was walking out, he was first walking in. He looked at me and begrudgingly said, “I suppose you want to see me too”.
“Yes,” I replied.
“Well, you’ll have to come back in about 20 minutes because I have things I need to take care of first,” he said. When I returned 20 minutes later, he looked at me and said, “You need to learn the first rule of being a graduate student; Early to class, late to office hours.”
What the instructor was telling me was, “My life and my schedule are important, yours are not”. I made up my mind right then and there to live by the same set of rules I give my students.
Getting back to the adjunct professor I was talking with earlier, he was complaining that he was booted off a library computer because they are for students. He said that as he left he looked and saw most of the students were simply checking their personal e-mail accounts, not even their campus e-mail.
I understand the frustration but these computers are set aside for students. As adjuncts, we have offices. Yes, we share them with many other adjuncts so a computer is not always available, but you can wait and use it and we are given access.
I am guessing this instructor would have been the first to voice displeasure if students were using equipment set aside for professors. We may not like it, we may not approve of what students are using equipment for, but it is set aside for them. We should live by the same set of rules!
Wednesday, February 27, 2008
Irresponsible Adults
I recently returned from a meeting earlier tonight and I come home disgusted. This was a contest meeting and as of three days ago I had five people scheduled to compete. On Sunday one of the five pulled out (although I did not get word until Tuesday) and today another person pulled out. The day of the contest, one of the participants is pulling out.
Add to this that two weeks ago there were an additional three names on the list. Some of these people pulled out before others entered but what should have been a contest featuring eight members ended up with only three participants. Why? Because people do not feel it is important to honor their commitments.
Since it is a dinner meeting, we need to have a head count to the restaurant ahead of time. There were thirty people who committed to being there yet we only had 21 people show up. Two of the people who were there were individuals who did not make reservations. That means 11 people who committed to being there did not show up. Why? Because people do not feel it is important to honor their commitments.
Three of the people who cancelled out of the meeting over the past three days, one as early as this afternoon, had ‘smaller’ parts that they were supposed to form at the meeting. Some worked at finding a replacement, others just sent out a blanket e-mail to all members asking for a replacement and then did nothing more. Still, there were people who had roles to fill who backed out at the last minute. Why? Everyone say it with me now, “Because people do not feel it is important to honor their commitments.”
In a number of recent posts you have read my complaints about the lack of commitment from students, about how whenever they do not show up to class or are not there when they are supposed to give a speech, it sends a message. It lets the teacher know that the student felt something else was more important.
It is the same with adults, with working professionals, with members of an organization. The people who did not honor their commitment are business professionals. Many of them have jobs high on the organizational ladder, some of them own their own business; all of them know better.
When we do not say anything to students who skip out on class, when we do not penalize them for not being there, we are sending them a message. Unfortunately that message carries over to other parts of their life. It carries over to when they are older. They are just not accountable.
Perhaps I would not be having such trouble in the organization if some of these people had teachers, professors, or other individuals, who held their feet to the fire and penalized them every time they pulled this nonsense.
To my students I say, “Show up, it’s important”. To the members of my organization who are not keeping commitments I say, “Grow up, it’s important”!
Add to this that two weeks ago there were an additional three names on the list. Some of these people pulled out before others entered but what should have been a contest featuring eight members ended up with only three participants. Why? Because people do not feel it is important to honor their commitments.
Since it is a dinner meeting, we need to have a head count to the restaurant ahead of time. There were thirty people who committed to being there yet we only had 21 people show up. Two of the people who were there were individuals who did not make reservations. That means 11 people who committed to being there did not show up. Why? Because people do not feel it is important to honor their commitments.
Three of the people who cancelled out of the meeting over the past three days, one as early as this afternoon, had ‘smaller’ parts that they were supposed to form at the meeting. Some worked at finding a replacement, others just sent out a blanket e-mail to all members asking for a replacement and then did nothing more. Still, there were people who had roles to fill who backed out at the last minute. Why? Everyone say it with me now, “Because people do not feel it is important to honor their commitments.”
In a number of recent posts you have read my complaints about the lack of commitment from students, about how whenever they do not show up to class or are not there when they are supposed to give a speech, it sends a message. It lets the teacher know that the student felt something else was more important.
It is the same with adults, with working professionals, with members of an organization. The people who did not honor their commitment are business professionals. Many of them have jobs high on the organizational ladder, some of them own their own business; all of them know better.
When we do not say anything to students who skip out on class, when we do not penalize them for not being there, we are sending them a message. Unfortunately that message carries over to other parts of their life. It carries over to when they are older. They are just not accountable.
Perhaps I would not be having such trouble in the organization if some of these people had teachers, professors, or other individuals, who held their feet to the fire and penalized them every time they pulled this nonsense.
To my students I say, “Show up, it’s important”. To the members of my organization who are not keeping commitments I say, “Grow up, it’s important”!
Tuesday, February 26, 2008
Saying No
We have been getting socked with snow today and the forecast calls for more tomorrow. Evening classes where I teach were cancelled today and while I don’t teach on Tuesday evenings, it does show what the weather is like in this neck of the woods.
Being an adjunct professor, I am very glad I have the schedule I do for the Spring Semester instead of what I have been doing in the Fall Semesters. Understand that once I agree to teach a class, no one ever checks with me about my schedule. I find out what classes I am teaching by logging on to the campus website and going to the registration area. This is frustrating, but I enjoy teaching and have always rolled with the punches.
Rolling with the punches isn’t always easy. During the Fall Semester my schedule usually works out to having to be on campus five days a week. As an adjunct with a full time job (and another part time job), having to drive 45 miles each way (an hour each way) gets to be difficult. Having to do it in snowy, icy weather is even more annoying. That is why I am glad it is the Spring Semester; I only have to be on campus three days a week, so it is less frustrating.
I have learned some things over the years as an adjunct and have even gotten them to give me a few things (not many but a few). When I was asked about teaching a Thursday evening class this semester I agreed, as long as they were able to get me my own office on Thursdays, so I could get work done. It won’t last beyond the semester but they did agree.
I recently impressed myself when I sent an e-mail to the dean. I teach because I love to teach and I think I have been too quick to agree to do things for them, even if it means making my life more difficult. The e-mail told the dean I was unable to teach a Monday, Wednesday, Friday class in the fall. I did mention other times I could teach as I would like to continue teaching three courses. That is a rarity for an adjunct professor but not unheard of.
I hope to get three classes. I hope that when it comes time to making up the schedule the powers that be will actually read the e-mail and take it to heart. Still, I have done all I can do at this point and it does feel good not just to give them an automatic ‘Yes’.
I am willing to help out and do what I can, but it has to fit my schedule too.
Being an adjunct professor, I am very glad I have the schedule I do for the Spring Semester instead of what I have been doing in the Fall Semesters. Understand that once I agree to teach a class, no one ever checks with me about my schedule. I find out what classes I am teaching by logging on to the campus website and going to the registration area. This is frustrating, but I enjoy teaching and have always rolled with the punches.
Rolling with the punches isn’t always easy. During the Fall Semester my schedule usually works out to having to be on campus five days a week. As an adjunct with a full time job (and another part time job), having to drive 45 miles each way (an hour each way) gets to be difficult. Having to do it in snowy, icy weather is even more annoying. That is why I am glad it is the Spring Semester; I only have to be on campus three days a week, so it is less frustrating.
I have learned some things over the years as an adjunct and have even gotten them to give me a few things (not many but a few). When I was asked about teaching a Thursday evening class this semester I agreed, as long as they were able to get me my own office on Thursdays, so I could get work done. It won’t last beyond the semester but they did agree.
I recently impressed myself when I sent an e-mail to the dean. I teach because I love to teach and I think I have been too quick to agree to do things for them, even if it means making my life more difficult. The e-mail told the dean I was unable to teach a Monday, Wednesday, Friday class in the fall. I did mention other times I could teach as I would like to continue teaching three courses. That is a rarity for an adjunct professor but not unheard of.
I hope to get three classes. I hope that when it comes time to making up the schedule the powers that be will actually read the e-mail and take it to heart. Still, I have done all I can do at this point and it does feel good not just to give them an automatic ‘Yes’.
I am willing to help out and do what I can, but it has to fit my schedule too.
Sunday, February 24, 2008
How Long Is Class?
It is interesting how students do not understand, or choose not to understand, when a teacher says attendance is mandatory, it means for the entire class. Now, as far as I am concerned, I am teaching adults and it a student needs to use the bathroom, get a drink of water, or even just step outside for a moment to stretch his or her legs, that is fine, but it should just e for a moment and then you come back to class.
Students, however, seem to come later and later to class, which can be distracting, and leave earlier and earlier. I do not believe in letting classes out early. I have two three hour classes this semester and that means the students can expect to be there for three hours, although I do give them a 15 minute break in the middle.
I had one student who left class an hour early because she had to be at work on time that day and work was 15 miles away. The student claimed the roads were in poor shape so extra time was needed. I travel 45 miles to get to class and traveled through the area where this student needed to go. The roads were fine.
Students are often asking if I will let them out early and I tell them “No!” If class is meeting for three hours, it is only meeting once a week and it means I need to cover in that one class what I cover in two or three days a week in my other classes. The amount of material I cover each week hasn’t change, nor has the amount of time I have to teach it in; all that has changed is how those three hours are broken down.
Don’t register for a three hour class if you can sit through it, at least that is the case if you are taking the class with me.
Students, however, seem to come later and later to class, which can be distracting, and leave earlier and earlier. I do not believe in letting classes out early. I have two three hour classes this semester and that means the students can expect to be there for three hours, although I do give them a 15 minute break in the middle.
I had one student who left class an hour early because she had to be at work on time that day and work was 15 miles away. The student claimed the roads were in poor shape so extra time was needed. I travel 45 miles to get to class and traveled through the area where this student needed to go. The roads were fine.
Students are often asking if I will let them out early and I tell them “No!” If class is meeting for three hours, it is only meeting once a week and it means I need to cover in that one class what I cover in two or three days a week in my other classes. The amount of material I cover each week hasn’t change, nor has the amount of time I have to teach it in; all that has changed is how those three hours are broken down.
Don’t register for a three hour class if you can sit through it, at least that is the case if you are taking the class with me.
Saturday, February 23, 2008
Topics
I am always amazed at how difficult it is for students to come up with a topic for a speech. For two speeches I assign the topic (The icebreaker which is a speech of self introduction and the impromptu speech students will have to deliver) for the remaining 5 speeches, the students pick the topic. My one requirement is; it must be something that interests the student, because if a topic is picked that the student finds boring, s/he will not be able to hold the interest of the class (if you can’t hold your interest, how can you hold ours).
A number of students ask me for help coming up with a topic. Despite the fact that we spend time on how to pick a topic during a lecture, I still hear, “I can’t think of anything.”
“What interests you,” I ask.
The response, invariably, is , “Nothing”.
I suggest checking Yahoo or other search engines and seeing what is there. Right now on Yahoo Jennifer Lopez, Tyra Banks and Oscar Predictions are just a few of the top searches. All of those would work as topics for a speech.
When I log on to the internet and look at my home page, one of the top stories includes Heidi Klum looking to help Brittany Spears. A top video is about the Elmo doll that was threatening a child.
Stories about Barak Obama, Hillary Clinton and John McCain are on Google.
It always seems to me like there is never a shortage of topics, yet to students they seem like they would prefer it if I assign them a topic. I will work with them, discuss things with them but I will not pick a topic for them.
A number of students ask me for help coming up with a topic. Despite the fact that we spend time on how to pick a topic during a lecture, I still hear, “I can’t think of anything.”
“What interests you,” I ask.
The response, invariably, is , “Nothing”.
I suggest checking Yahoo or other search engines and seeing what is there. Right now on Yahoo Jennifer Lopez, Tyra Banks and Oscar Predictions are just a few of the top searches. All of those would work as topics for a speech.
When I log on to the internet and look at my home page, one of the top stories includes Heidi Klum looking to help Brittany Spears. A top video is about the Elmo doll that was threatening a child.
Stories about Barak Obama, Hillary Clinton and John McCain are on Google.
It always seems to me like there is never a shortage of topics, yet to students they seem like they would prefer it if I assign them a topic. I will work with them, discuss things with them but I will not pick a topic for them.
Friday, February 22, 2008
Who's On First
The more I teach, the younger my students get, and I guess the older I get as well.
When we talk about vocal variety in speeches, I like to show students movies clips and various bits that show how effective vocal variety, gestures and facial expressions are. Obvious I do not expect them to be a professional actor, and it would not be appropriate to deliver a speech in the same manner a comedian delivers a routine, still it shows the importance of delivery.
I recently took to showing the students Abbot and Costello’s Who’s on First routine. It is available on Youtube. After I show them that clip I ask them how they think it would come across with no vocal variety or expressions. They usually say it would not be very effective. I then show them a clip from the movie Rainman where Dustin Hoffman is reciting this routine on his own and Tom Cruise keeps telling him he is not funny.
The clips seems to work but what amazes me is the conversation that takes place befor I show the clip. I like to know what my students are familiar with. So I ask how many of them know the Who’s on First routine and out of 40 students, only four knew the routine. Only five students had heard of Abbot and Costello.
It is that type of experience that can truly lead a person to feeling old. (At least they enjoy the routine and the bit transcends time).
When we talk about vocal variety in speeches, I like to show students movies clips and various bits that show how effective vocal variety, gestures and facial expressions are. Obvious I do not expect them to be a professional actor, and it would not be appropriate to deliver a speech in the same manner a comedian delivers a routine, still it shows the importance of delivery.
I recently took to showing the students Abbot and Costello’s Who’s on First routine. It is available on Youtube. After I show them that clip I ask them how they think it would come across with no vocal variety or expressions. They usually say it would not be very effective. I then show them a clip from the movie Rainman where Dustin Hoffman is reciting this routine on his own and Tom Cruise keeps telling him he is not funny.
The clips seems to work but what amazes me is the conversation that takes place befor I show the clip. I like to know what my students are familiar with. So I ask how many of them know the Who’s on First routine and out of 40 students, only four knew the routine. Only five students had heard of Abbot and Costello.
It is that type of experience that can truly lead a person to feeling old. (At least they enjoy the routine and the bit transcends time).
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