Wednesday, February 2, 2011

The Girl With the Amethyst Hair

It’s the fourth week of school and you’ve already missed four classes in a row. You can only miss three before I start chopping points off your final grade. Still, you’ve returned now, you insist for good, sporting new amethyst hair.

Hair like that is a pronouncement. Of what, I was sure I did not want to know. In my younger days I might have thought hopefully that it was a quiet sign of your freshened dedication. I am not young anymore, so I must admit that your hair made me vaguely uneasy, even before you followed me back to my office and unspooled your tale of woe.

Now it is my job to listen, and to find things out about my students whether I want to or not. I did not want to see that one student’s scar on her lower back from when she had surgery on her pilonidal cyst. Nevertheless, before I could object, it was presented. I did not want to hear the tale of that other student’s groin abscess, or its untimely burst. Protestations were useless. But mostly I must confess that I do not want to hear about my students’ emotional problems, most especially when airing those problems is the very first conversation that student initiates with me, inevitably after they have stopped coming to class or doing work. I do not want to be privy to long personal details of their lives, whether those details are real or imagined. In part because I have my own problems, and my own friends and family members with problems. Most of us are on anti-depressants. Some of us have chronic medical conditions. Many of us are in bad marriages, or have money or career woes, or parents that have decided it would be nice to drive to the grocery store in their underwear. Some of us, God help us, are dropping dead with little or no warning, and others in ways to painful to imagine.

So I do not want to know, Girl With the Amethyst Hair, that you found your boyfriend dead last semester. I do not want to know that you are having seizures, and panic attacks, and you’ve used way too much ecstasy. I do not want to know that your doctors think you might be bipolar. Or hear about your therapists, or your uneasy membership in two sororities. I do not want to know that the Xanax isn’t working, and that you think you might be agoraphobic. And I do not want to know that you’ve heard things about me, bad things about how I grade, and you’re terrified of coming to my class.

But you say these things anyway, and I have to think for a bit because I am not sure what to say to you, or your amethyst hair, because I don’t know how to help you. You are clearly upset, as I would be, hoisting around such a burden of real and shadowy plagues. So I try to tell you the right things. You need to visit student services. They can help you with an accommodations plan. No, you say, because your mom told you they won’t take your problems seriously. Everyone will think your problems are “made up”. But they might as well be, Girl With the Amethyst Hair, because I cannot help you, unless those nice people at student services tell me how.

Perhaps you should reduce your course load, I say, and put less pressure on yourself academically. In a rush to graduate, you have taken nineteen credits. I tell you plainly that nineteen credits is too much. No, you say, you need to graduate. You say you’ve been in school too long. Nineteen credits this semester and thirteen over the summer will allow you to finish, and coming back in the fall is just “dumb.”

You say most of all what you need is to get out and get a job. But that is not what hair like yours is saying. It is saying “I have lost my way in the world, and perhaps if my hair is this color, someone will find me”.

You have my sympathy, but you will not take my sound advice, and sympathy does not and will never translate into the commodity that you so obviously want from me, which is why you came here to begin with. You wish to transform my sympathy into slack, of which I can give you none until university officials tell me how. And in any case I cannot relax the standards of the class to accommodate you, no matter what sort of tragedy has befallen you. This is a sad fact, one of many that is better learned when you are young, as you are. Shit happens and you don’t always get a pass. Sometimes you can’t do everything at once. And, unlike our kind and loving God, people will not generally bestow upon you what you have not earned.

So come to class, and do your work, because in ten weeks’ time a bunch of numbers will tell me how to calculate your final grade, and what to put in that little box with your name beside it, not your tale of woe, or the color of your hair.

15 comments:

  1. @Stella: I wish I had your problems. I hope you take a photo of the back of the girl with amethyst hair as she walks out of your office or classroom tomorrow. I would love to see the hair. Perhaps the girl is right and if her hair is that color, then someone will find her. Perhaps someone will see her hair here at CM and decide that she is The One.

    The bane of my existence this semester has been the disabled students... again. Last week, a student took an exam the day after all the other students took the exam. And she had an unlimited amount of time to take the exam in a special room all by herself... just her and her easily-concealed iPhone. Am I surprised that she got a fantastic grade? The Disabled Students Office demanded that I give this student numerous accommodations, so I did. The student will get a fantastic grade in the class, but I will never write a letter of recommendation for her.

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  2. The unusual hair color is meaningless, especially for a college students. Amethyst hair is not a hallmark of craziness (although I agree that it makes finding a job a bit harder). The relentless unburdening of emotional problems to someone unqualified to assist is the problem, not the hair color. If she knows that going to student services might get her the slack she craves, whereas not going never will, then you've done your part. Perhaps she just likes talking to you - I guess being sympathetic has its perils.

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  3. And what the FUCK was I supposed to say to her classmates who seemed so puzzled that she got such a fantastic grade on the test. Even the "brightest" students in the class were shaking their heads. How did the snowflake get such a good grade? She wasn't even in class on the day of the exam. They had so many questions. I was allowed to answer none of their questions. I am not allowed to say anything about the snowflake's "disabilities." I can't even ask the snowflake what kind of disability she has. All I was allowed to do was submit to her demands for special accommodations. So I did.

    In the eyes of my other students, my integrity is in question. So I will have to have a casual talk with one of my most trusted students and subtly allude to disabilities crap without violating the disabled snowflake's FERPA/HIPAA rights. I will have to plant that seed or else risk having my students not trust me.

    The horror.

    FUCK!

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  4. Southern Bubba, you can at least set your student for certain failure. Don't let on that you suspect she cheated. Let her take the exam a few days later. Just give her a different version of the exam. To ensure honesty, ask one of the disability office people to sit in the room and watch her.

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  5. @Bubba-

    No proctor? Can they force you to let her take a test with no proctor?

    I've had students that needed extra time...but I have to admit I've never had anyone demand that a student be able to take it a day later with no proctor.

    I suppose demanding a pat-down would be frowned upon.

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  6. In these parts we aren't allowed to let any student know what any other student got, on the reasonable grounds that it's none of their damn business. Your other students have no right to know how that student did, and no right to comment.

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  7. @Merely: The disabled snowflake let the other students know her grade; I would never share grades.

    @BB and Stella: I am under the impression that the Disabled People Office is stretched too thin to have a proctor sit in a room for four hours with my student. I WISH they would do the pat-down.

    I have been tempted, in years past, to hire my own private proctor. I don't have time for it myself. And there's the political awkwardness of having my private proctor waltz into the Disabilities People Office and saying he/she will proctor an exam. The administrative assistant will ask, "Do you work for the school?" "Um, no, I work for Dr. Bubba on a contract basis to prevent cheating, since you apparently can't do it." It's fucktarded.

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  9. More and more I find that my students need an adult in their lives. I know it's not my job and I'd never broach the area of mental health.

    But in the past several years I've had students share all of what Stella reveals and more.

    Some of them don't have adults. Sometimes they see us as that.

    I try to help within in the constraints of our limited dynamic, but my heart breaks sometime.

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  10. I wonder how the girl with the amethyst hair thinks she'll fair in the work world if she's having this much trouble showing up for class missed shifts to her future boss the way she explained her missed classes to you? It's a real irony to me that most of my students are in school not for the thrill of learning to "get a good job in a good company," yet they display no work ethic whatsoever.

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  11. Beautiful, Stella!

    I've come to think of myself as a big Rorschach ink blot, just a target for projection regardless of what I actually say or do.

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  12. It's so nice to see Stella's prejudice against Betty Slocombe.

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  13. Fuck FERPA. In China, they at least used to publicly post grades for all to see, and they are seriously kicking our ass academically.

    Having your grades out in the open creates both a sense of pride, and humiliation/shame, AS IT SHOULD.

    I only follow FERPA because I have to, not because I believe in that touchy-feely CRAP. It's the touchy-feely that has destroyed our educational system relative to what it used to be.

    RE: Student disclosures of personal issues... I get them CONSTANTLY, but they almost never have the power to change the way I evaluate a student's work. I might give them a tiny bit of extra time to turn in work, but it won't affect their grade much.

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  14. I also will give students extra time to hand stuff in for personal issues, but as far as grading goes, they get what they got. Though I often find that the students with disabilities do better because they're so much better organized - they know exactly what they need to do and how much more time it will take them, and they are dedicated, work hard, get the work in on time, do it well too, and frankly, I wish I COULD give them more marks just for being so totally awesome.

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  15. "In a rush to graduate, you have taken nineteen credits. I tell you plainly that nineteen credits is too much. No, you say, you need to graduate. You say you’ve been in school too long. Nineteen credits this semester and thirteen over the summer will allow you to finish, and coming back in the fall is just “dumb.”

    "

    Sigh...I wish it was possible to get students to comprehend the end result of this action is almost always the late graduation they were so intent on avoiding, but now with a screwed up GPA from the multiple failing grades. Especially because the overloading seems so often to be in the notoriously tough classes they avoided taking until the last possible semester.

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