I inform them they should first of all RTFS. Then they should ask themselves whether they followed the policies outlined in said FS and consider how much time and effort they put into the class. For instance, how many times did they come to my office hours for assistance?
After a week has transpired, if they still think their grade does not reflect the quality of their work, then by all means, they should send me a well-considered and thoroughly proofread essay that presents an argument with specific reasons why their grade should be higher. I explain to my dear snowflakes that they should not expect an English teacher (or an instructor in any other college course) to seriously consider a demand for a higher grade that’s full of grammar and spelling errors.
I’m glad to report that my announcement has cut down the number of grade gripes to damn near zero.
This semester, directly after submitting final grades to the system, I sent my students an email with the subject line “Rules for Griping about Grades.” The first line of the announcement reads, “Before shooting me an angry email, you should read and follow my rules for griping about grades.”
I checked my email a short time later, and one student had sent me a message with the subject line “Re: Rules for Griping about Grades.” I opened the email, and there was my message in its entirety, with my student’s reply hovering just above it:
“Hey Mrs.Misspelledlastname I was wondering how did I receive a D for the overall course?”
Delete.
Buried deep in my 16-page syllabus is the university's procedure for grade appeals. Never once has a student ever, ever used it.
ReplyDelete"...they should not expect an English teacher (or an instructor in any other college course) to seriously consider a demand for a higher grade that’s full of grammar and spelling errors."
You'd really think they'd figure this one out, wouldn't you? Back in the '70s, before my roommate went to argue a grade, he realized he was wearing a Mickey Mouse t-shirt, so he changed.
As far as illiterate e-mail goes, I tell students I can't understand it, so for me to answer their questions they'll need to rewrite it with standard spelling, grammar, and usage. The saddest part of this is that I have a pre-nursing major in my class who for the life of her can't. She is, by any definition, functionally illiterate. I have no idea how she got to be a sophomore, but I hope the grade she earns in my class finally gives her an honest appraisal of her aptitude, because she'll be deadly if she ever becomes a nurse.
The saddest part of this is that I have a pre-nursing major in my class who for the life of her can't. She is, by any definition, functionally illiterate. I have no idea how she got to be a sophomore...
DeleteThey're waving them through to and on through grad school at the retention-obsessed for-profits, so eye feal yer payne. I teach graduate classes that are NOT the first graduate classes the students take. I get some brilliant papers where I think, "This student could be at any school. We're lucky we have them." I also get papers where I think, "This person would struggle in high school. Why do we have them?"
An excellent idea. When I can manage it (i.e. not right now, when I'm teaching a summer term that immediately abuts the spring term), I do this informally, by turning on a vacation message for about a week immediately after filing grades. And I'm getting more careful about when I enter grades for major projects into the LMS. Otherwise, the "when are you going to post grades" emails and the "why did I get an x" emails begin cross-breeding, and I'm left with no time to actually, you know, grade.
ReplyDeleteA lifetime ago, when I was an Army enlistee in the thick of Basic Training, our Drill Sergeants were allowed to write "FFI" on our kevlar helmets. FFI stood for FAILURE to FOLLOW INSTRUCTIONS and served as a warning to others that you didn't listen. I think the Army had the right idea . . . . .
ReplyDeleteOmg! You posted ground rules! Shame on you!
ReplyDeleteAs some (not all) members of this blog would have you believe, this is a sure sign that you don't know how to manage your classroom. If you would like to keep your students out of the Dean's office, I would beg you reconsider this approach. Remember, SOMETIMES IT'S YOU.
(/sarcasm)
Ugh, who am I kidding? Actually, I implement cooling off periods on all graded items, including final grades. Due to concerns about changing answers, some instructors, when handing out tests, make their students look for problems right then and there and once the snowflakes leave the room, all bets are off with regard to any complaints.
However, this does not stop them from changing answers on their tests. Of course, it can be argued that they wouldn't do that to a good teacher, but, well I just won't go there because it's bullshit anyway.
Being the difficult bastard that I am, I address that matter differently. To keep them from changing answers, I photocopy their tests, keep the original, and they get the photocopy. They can then go home and look at their responses, but I issue them a 1 week cooling off period. And if there are any complaints about the photocopy being unclear, then we set down together and look at the original.
I've been told by snowflakes and non-colleagues that this communicates a "tone" of mistrust. Well, too much is at stake here, and last time I checked, trust is earned (please forgive the comma diarrhea here). And I'd like to think that if this approach makes anybody defensive, then maybe that's because they have a guilty conscience. However, they have a 1 week cooling off period before any complaints are entertained. And sometimes, I get the occasional snowflake who wants to push the envelope and repeatedly request that I go over their test with them "RIGHT NOW!" Because my admin supports the faculty, the Dean of Students allows me to take the next step and write them up for harassment and obstruction (yes, those are real options on the "write-up" forms).
And we don't take kindly to cheaters either.
I'm still trying to get my head around the idea of "write-up" forms in college (or, really, in any institution, though I realize they could serve a purpose in large high schools with seriously unruly students; in my small, private one, teachers -- and, if necessary, administrators -- simply talked to students who were out of line). But really, at the college level, it seems to me that there should be just three options: (1) behave, (2) leave the classroom when the teacher tells you to after asking you to behave and failing to receive compliance, (3) be dragged out by a security guard (the need for which should result in suspension the first time and expulsion the second).
DeleteMind you, I'm pretty privileged (and perhaps pretty tolerant of minor infractions); I've never even had to hint at #2, let alone deal with #3. With my students, ignoring those who are quietly un-present in the classroom (texting, reading for another class, etc.) and glaring at or, on rare occasions, asking for the full attention of those who are noisily so, has always done the trick.
Also, it sounds like the disciplinary system at your institution may actually be working for you. But honestly, the picture that comes to my mind each time you mention of it is of you teaching in a prison somewhere -- or at least of a student body that seems to be being trained to exist in a prison -- or at least in the sort of awful highly-regimented work situation that most people go to college in order to escape.
"Mind you, I'm pretty privileged (and perhaps pretty tolerant of minor infractions); I've never even had to hint at #2, let alone deal with #3. With my students, ignoring those who are quietly un-present in the classroom (texting, reading for another class, etc.) and glaring at or, on rare occasions, asking for the full attention of those who are noisily so, has always done the trick. "
DeleteI've tried having this approach. Honestly, I have. I cannot stand conflict or confrontation and if I could have my way, I would let people text in class, ignore those who are disengaged, and only teach the people who want it.
Unfortunately, there is always some nosy person (and it's often one of the "good" students) who wants to involve the Dean in what appears to be poor classroom management.
And then what usually follows would resemble some scene out of "Idiocracy". The Dean initiates a Classroom Management Farewell Campaign (aka. improvement plan). And then one implements their suggestions/recommendations and gets not hired back for that.
For those well versed in the abuse of Homological Algebra, perhaps the following not-so-exact sequence explains it all:
Student complains about texting --> Dean says you don't manage classroom --> Improvement plan/farewell campaign --> Implement suggestions --> Student complains --> Dean says that amounts to poor classroom management --> Not eligible for rehire.
The following clip from Family Guy often reminds me of shit admins will say, in particular the discussion about "structure" at 1:30 into the video:
Deletehttp://vbox7.com/play:7cf870ab&al=2&vid=186579
I do the same (have a cooling off period and a set procedure which must be followed within a specified time period. Works like a charm to reduce 350 raving lunatics down to 3 written requests for a grade review. However my snowflakes dont even know this is a "cooling down" period (because that would imply their rage is legitimate). Instead I tell them I am doing them a favor, so that they have sufficient time to prepare their letter. If I get a particularly obnoxious letter, I tell them actually after reviewing your mark, I see the grader was too generous, but in the interest of not discouraging students from querying their mark, I will let you retain the prior mark. They are usually converted instantly from complaining Carl to thankful Tommy.
ReplyDeleteMy favorite "Why did I fail your class?" email this term came from a student who didn't show up to take the final and offered no explanation. It was 30% of the grade. She also failed the research project because she ignored my directions and then my warnings that she wasn't following the directions and then the suggestions for how to get back on track and then my warnings that if she didn't use my suggestions, she was going to fail. The research project was also 30% of the grade. So if 30% of your grade is a 0 and 30% of your grade is an F and the rest of your work is a C...oh, wait, that requires math skills. This is an English class. How unreasonable of me to expect abilities to transfer across the core from class to class.
ReplyDeleteSo, what have I been saying about remediation?
DeleteThey don't want it. They don't appreciate it. And if you make them take it, they'll just try to make the dean fire you.
And they try that shit because it works.