I have taught part-time in post-secondary schools for nearly nine years and I have observed many changes in student behavior. Since students get their say at ratemyprofessor.com, I am having mine here. I am in a mood to list things lately so bear with me.
1. Students almost never give you their full attention even when you are teaching them something new and complex that they demonstrably need to know to succeed in their chosen careers. They are working on projects for other classes, checking their cell, Facebook or Twitter messages, writing or reading emails, eating, sending messages to one another and/or talking while I am talking. The students who do this -- and that is pretty much all of them to some degree or another -- generally expect me to give them private tutorials when they don't comprehend the assignment or the exercise given at the end of the lecture. I am not understanding about this need.
I remember doodling and daydreaming during lectures before the age of laptops and cell phones but I'm pretty sure I was paying a lot more attention than most students nowadays since I was taking notes. I should add that my lectures are as short and engaging as I can make them. I walk around the classroom, I rarely use PowerPoint, and I stop often to invite questions, or to ask students questions. I'm told that I am one of the best teachers where I currently work, and my evaluations bear that out for the most part. Students even think I'm funny (as in ha ha) some of the time.
2. Attempts to stop or curtail any or all of these behaviors are met with either hostility, blank stares, or no acknowledgement at all. Occasionally, someone will argue that "their generation" can multi-task effectively without sacrificing information retention. I point out that while that is somewhat true when they are multi-tasking similar things, studies have shown conclusively that absorbing complex NEW information is an entirely different matter. My experience bears that out. See above.
3. Students rarely take notes anymore, even on their laptops. When I suggest that taking notes helps to solidify new knowledge into memory, I am told that "nobody needs that any more." When I ask what they do instead, they say they read handouts. I point out that my handouts cover the basics but that I often say important things that are not in the handouts or the text. Many students do not buy the required textbook. And then there is the fact that most don't read handouts unless there is an exam. I know this because I conduct informal reviews at the beginning of most classes. I don't like exams, but I have started to give them in the past year to ensure that the students read something. And this is new too: some students demand that nothing be on an exam that isn't in the handouts. Say what?
Curtains for Jeopardy
4. I have always given a term review in the form of a Jeopardy game. It's fun and most students enjoy the competition and the baked goodies that are prizes afterward. But when I used this method as a review prior to an exam I set last term, all hell broke loose. Students insisted that I stop after every question so that they could take word-for-word notes of the answers, thereby killing the game. When I protested this, and mentioned that it had never happened before in nine years, I had a mutiny on my hands. I'm sorry to say that I relented, re-wrote much of the exam, and took the heat in my evaluations. Result? No more Jeopardy reviews, or reviews of any kind. Classrooms are turning into a no-fun zone and that makes me sad.
5. I touched on this before but most students don't read any more. They don't read books, they don't read instructions on assignments or exercises, and they rarely read anything but fluff or technical information online. As a direct result, their writing skills are shockingly poor. Out of 25 students in a class, it is not unusual for only 6 or 7 to be literate at what should be the normal level for post-secondary standards. Some of the students I teach are immigrants, or first-generation Canadians, or international students, but they are not always the worst offenders. Even more discouraging, very few think that reading books or critical thinking is important, not that many even know what critical thinking is.
The curse of entitlement
6. Much has been written about the current entitled generation where every child is "special" and talented and must be praised and coddled constantly so as not to hurt their feelings or make them feel "less than" in any way. I am here to tell you that it is mostly true. I teach students of all ages but the majority are under 25 and firmly in the "special" camp. It appears that some of them have made it through 16 years of school (including university) without anyone ever telling them:
a) that they need to work harder, and that I'm not there to pass them just for showing up to class
b) that I am not paid to tutor them individually at their convenience when they can't be bothered to show up for class, pay attention, or do the work
c) that late assignments don't cut it and that I've heard every excuse in the book
d) that not reading the assignments and doing whatever they want instead of what is asked guarantees lost marks and that I do not have to let them re-do the assignment
e) that being rude and disruptive in class does not make me want to give them my "free" time after class or on my breaks, much less a reference if they happen to pass my class and get a job
f) that their unprofessionalism reflects poorly on them and the industry they say they want to get into, and that being professional does not start after they graduate
g) that creativity and talent are not guarantees of high-paid employment and that a creative asshole is still an asshole
h) that I am not paid to give them good marks, and that if they want to get their "money's worth" of education they need to meet basic requirements and not just in the last two weeks of the term
i) that critiques/constructive feedback of their work are not personal. That if they cannot take even the slightest criticism or suggestion in a classroom environment, they will fail miserably in the workplace where no one will give a damn about their feelings
j) that I am not their mother, or their friend, I am their teacher
"Learn me"
7. Most of all, I am starting to feel very discouraged by the overall attitude of "learn me" that permeates so many student attitudes, as if getting an education and/or learning a skill set is a passive one-way street. There is a a profound lack of respect not only for learning itself -- it is mostly seen only in terms of getting a job and not for its intrinsic value -- but for teachers. Perhaps it is because too many teachers have kowtowed to them because of fear of parental and administrative flak if they do otherwise.
I know from personal experience that school is expensive, many students have to work, and most are in debt, but it is also true that those are not generally the students who create the most problems. I have a saying -- if you are living at home and someone is still making your lunches and doing your laundry, you are probably going to be the one whose assignments are late. And before anyone crucifies me for speaking my mind and tells me I'm a bad teacher for thinking any of these thoughts, consider this: I have not met one post-secondary teacher in at least five years who does not share most or all of my opinions. Administrations are constantly searching for ways to accommodate or mitigate these behaviors, and frankly, many promote them by treating students more like customers than people who want an education and are willing to work hard to get it.
8. Yes, there are some bad teachers out there. That does not excuse bad student behavior. Most teachers I know care about what they do, work hard, and always go the extra mile knowing that only rarely will they be thanked or even acknowledged.
And so it begins
I start teaching two new, large classes tomorrow. Because I am a professional, I will do what I always do. I will hope that it will be different this time. I will be pleasant and smile and introduce myself and my expectations for the class and the learning outcomes. I will take time to get to know something about each student and why they are there. I will make clear what classroom behavior I will tolerate and what I won't. I will treat students like the adults they are, and expect the same in return. I will welcome suggestions, but I won't promise to implement them. I will encourage students to talk to me, to email me, and to keep me in the loop of their student lives. And by the end of the second or third class, I will have identified most of the "problem" students and formulated plans to help or neutralize them as much as possible.
I have learned two important rules since I began teaching: to teach the most to those who want to learn, and that I cannot want a good education for students more than they do. If only it were that simple.
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HarleeGirl
Marie Antoinette
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Thoth
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Comments
1. When I say that you shouldn't copy your data directly from Wikipedia, that doesn't mean you're not allowed to do Internet research. Of course you are. Just put what you learn into your own words. That means you have to think about it a little bit.
2. Yes, even at 47, I am younger than most of you. People become ministers, for the most part, as a second or third career these days. But, even if you're 89 years old, I'm still the teacher and you're still the student. Why?' Because I graduated and got ordained six years ago. You haven't done that. I'm an experienced clergy person. You're not. Even if I'm young enough to be your daughter. Deal with it and do what I tell you!
3. When I say I want your work in a Word document, that's what I mean. I am not rich and I have an old computer. I know which attachments it will open and which it will not. Don't waste your time or mine by sending it in anything other than Word.
4. I want you to succeed. Really, really truly. But I'm not the one who sets the deadlines. That's done by the Directors and the Board. If you don't meet their deadlines, there's nothing I can do to make you graduate on time. This is your life. It's your job.
5. Amen.
Interestingly, some of the so-called underachievers did well in my class, and some of the so-called overachievers didn't do terribly well. The supervising teacher, I later learned, changed a number of the final grades I had given.
I guess what I'm trying to say is that the students need to grow up - but the secondary schools need to let/make them do so. In the US, where school funding is sometimes tied to classroom achievement as measured by various standards, they don't seem prepared to require a student to learn to learn, under their own power.
Just a thought (or a few).
I feel your pain re the Word stuff but for different reasons.
And yeah, why do so many students assume that I know nothing about my area of expertise or less than they do, even though I have been teaching and working for a long time?
Best wishes to you for tomorrow!
:-)
My righting skilz sux 2. :p I do try really hard with those, but they don't seem to improve with time or effort, so I've given up and now write in my speaking voice. You can imagine how well that is received. I will probably not learn to write above a 4th grade level in this lifetime, even though I'm a voracious reader. I've tried going to writing centers and asking teachers, but everyone has their own style and the input never seems to be of the style the teacher who is grading me wants. I'm good at gathering research, just not adequate at presenting it like an adult who's actually had an English class in their life :/
anyhow, I'm sorry your students hurt your feelings. They hurt Karen, too, when see reads her feedback. It's hard to try and feel rejected by people who you think just don't give a *.
Steve: I read that book some time ago and still have it kicking around somewhere. I agree with what you say, although I don't agree with everything in that book. As it happens, I teach a lot of Asian and South Asian students and most fall into two categories: excellent students who often have some ESL difficulties and are under tremendous pressure from their parents, or lousy students who are spoiled (boys mostly) and not very different from their North American classmates.
And that's about all you can do!!
I had a professor who if you showed up for his classes and took notes, he'd give like extra credit questions that you'd only know if you showed up for the classes and took notes, such as WHAT IS THE SECRET WORD --- RED RUM!!
Or something.
We took a lot of notes in that class and I learned a lot about well, mineral economics!! :)
Chuck, the apathy scares me too. My husband gets a bit more respect because he has a reputation as a teacher and scholar that can't be ignored, but even he gets emails from students demanding that he do things for them. And even though they never deign to respond to his emails, they freak out if they don't get an answer immediately.
SuznMaree, There are some bright, committed and engaged students out there. Just not enough of them. I worry about the future too. My hope is that once they get out into the real world, some of them will shape up. I know that this happens because I often get emails or run into students who tell me: I wish I'd paid more attention in your class!
I'm in my 30s and even see these behaviors in those who are old enough to be my parents. I do believe it has become more entrenched in those who are my age and younger.
I'm the one who has to take notes and usually will organize and type them to help me with my studying. Unfortunately, I've even had bosses criticize me for my note-taking habits. I suppose I shouldn't be shocked as we have become a society which feels that the word "intellectual" is an insult. It breaks my heart.
I admire your patience and dedication.
I would be interested in what effect information age technology is having on retention and motivation. I sometimes catch myself thinking that with so much information available on the I-net all I need to do is learn where reliable sources of information can be found, almost a supplemental brain I can access any time I like. Maybe that's silly. I don't know. But even during the prehistoric days when I was in college, I was amazed at the cavalier attitudes of some of my fellow students. I was 26 when I started college, though, and had already seen my share of doom and failure in the real world. Perhaps I was fortunate in that regard.
Why should they learn history, philosophy, literature...etc, if all of them are going to become successful crooks on Wall Street, own their own businesses or become famous on TV?
Surely, this is not your fault as a professor. The problem is the environment: a culture of anti-rationalism and ignorance that glorifies technology (tweets) and demonizes science.
A wonderful, well-written and thought-provoking read as always, emma.
Rated.
You'd probably be great at teaching, we're a lot alike in some ways, but it is not for the faint of heart. I've been burned by students and admin more than once and now I am playing it as safe as my impulsive nature, and opinionated big mouth will allow.
Thoth, I agree with everything you say although sometimes there are students who surprise and excite me with their curiosity, imagination and brilliance.
Oh-so-true. I met lots of these in corporate America.
I wish your students would come to my daughter's elementary school. Man, her teachers are t-o-u-g-h. You don't bring in your homework, you write an assignment. Parents are encouraged to make the kids responsible for this, not remind them. Home work started last year. We have reading 20 minutes each night. We have pillars of character study each week.
She is in second grade.
I am very, very thankful.
I don't know how kids speak in your neck of the woods, but I cringe maybe ten times a day here.
Oops. There goes that generation.
I feel your pain. R
I'm really sorry to hear this, but I am hardly surprised when I see young adults who cannot make change for a dollar without a calculator.
Excellent points.
I know I just sound like an old fart when I say it, but more was expected of us when I was in school, at every level
discouraged sigh
Students were refered to as "Mr. So and So" or "Miss So and so". The teachers gave lectures and it was up to the student to listen and take notes. The teachers didn't ask you to pay attention or to take notes because they knew if you didn't you would fail the class...period. There was no talking in class unless there was a discussion going on about the subject matter.
I loved this atmosphere having come directly from the military and I had no trouble with it at all. Today's classrooms at all levels of education are nothing like that and it is a shame. You are doing a job that I have the utmost respect for and one which I know I could never, in a million years do. My hat's off to anyone who tries to depart learning to today's kids.
I once had a student ask me for a passing grade, even though he admitted his work wasn't up to that level-- was, in fact, the lowest in the class. When I asked why he should get a passing grade when some who did better had failed, he replied, "Because I'm your friend."
Steve--Sorry to disillusion you, but Asia suffers from all these as well. A little better in note-taking, but overall, awful.
Also: it makes me sad that I'm usually one of maybe three or four people who get and actually laugh at professor's jokes.
When I was at university, I was always fascinated by the 'mature students' (usually a Mom) who would be in the class, working harder than anyone else. Now I know why: she knew how much this cost, and how important it was.
I've also noticed the kids that are paying their own way work harder. Note to parents: quit paying for everything.
Now off to wave this post under my son's nose.
The trouble is, you can't take the Darwin out of life. I will say that in this dog-eat-dog economy, students will have to conform more than they like to get a job. Maybe that will make them grow up, if mom and dad and school system didn't.
just wanted to say congrats on the EP
And like let me remind you my parents are like paying your salary. And they'll be going like: "So that degree had better like be in the mail, missy, or there's gonna be like hell to pay." 'Cause like my dad's a lawyer and everything and like he'll sue your frickin' ass off!
The same folly is repeated even more dangerously behind the wheel of a two-ton lethal weapon where people think they can talk on a cell-phone, or god forbid, text while driving.
Call me old school, but I'll settle for doing one thing well at a time rather than multi things done poorly. We now live in what I call a "giterdon" world in which people they can't afford to do anything right. But as I use to tell my employees and my bosses:
"Why is there never enough time to do it right, but always enough time to do it over?"
I am a college student myself these days, often as old or older than my professors. When I look around me and see people texting, or eating (and spilling) instead of reading and writing, or asking questions, I am often left feeling sorry for those who have spent their lives preparing to "teach" those who are way too uninterested to learn and only want to have someone hand them a high paying job.
The only time I have faulted teachers is when I have done my level-best as a parent to be involved in my kids' education only to be completely ignored by the teacher. If I sense a problem developing with my kid, I want to discuss it. BEFORE it becomes a major issue, not AFTER. Some teachers don't get that (and obviously I'm referring to teachers K-12. Once your child has made it through that gauntlet, they'd better be prepared for what's beyond).
Parents need to understand the responsibilities they own when they decide to BECOME parents. They HAVE to comprehend what it takes to shape a child. When they don't, or can't be bothered, this is what happens. I'm with you, and hope this year's crop has been properly fertilized and cared for.
Rated.
I find your observations disturbing, as should all. Interesting that it's not the kids or adults that are new to the country and possibly have language barriers to cross along with their normal workload that are the problem. It's the "entitled". On this I believe the blame goes directly to the parents; the upbringing. I would venture that it's a second gen thing. The parents were also coddled. The people who think they are entitled to a passing grade have my sympathy, somewhat; actually my disgust. As you observe the future employer is not going to give a rats ass about their poor little feelings, or cut slack for absence, tardiness or shoddy work. Of course if they get fired "unfairly" their parents will always be there to catch them... and further coddle them, to a point.
My son does well in school mostly but I can tell you the first thing he is going to do today when he gets home is read this blog.
Also, I find Steve Blevins observations here (also a teacher I believe) very relevant.
My dad was a college instructor in the 70s. Even then he got so tired of this attitude and the related student hope that you could get good grades by being buddies or flirting with the teacher. He also was tired of their general lack of interest in learning itself.
So, he changed things up a bit and became a fifth grade teacher for the last 20 years of his career and liked it a whole lot better.
In the real world, if you don't pay attention, you pay for it in other ways. A lawyer told me about how he went into an arbitration and expected his client to lose. The other lawyers were on their blackberries and his client won because they weren't paying attention.
"I have learned two important rules since I began teaching: to teach the most to those who want to learn, and that I cannot want a good education for students more than they do. If only it were that simple."
The points you make in the conclusion, say it all.
I don't believe, however, that you should be all that discouraged for the future generation based solely on their behavior in the classroom. For many decades now, most levels of school have functioned as a 'holding pen' for young people. While it certainly would be convenient if we could truly prepare children for adult life by deciding what information every child will need and then pouring the same set of facts and skills into their heads by talking to them about it for six hours a day for 12 years, true education and learning doesn't work like that, I'm afraid. People have only ever learned anything because they needed that information or skill to do or get something they wanted. For example, someone who wanted to become a master baker would have to learn not only about the culinary arts, but math and chemistry as well.
You say that in this class, you cover information “they demonstrably need to know to succeed in their chosen careers.” Are you the only person in the world who holds this information? You say it is not often in the textbooks (by the way, why are these textbooks so expensive if they don’t even contain the most important information?) or on the handouts, but likely it is in a book *somewhere*, or even on the Internet. While I note that you pointed out in the comments that there is less retention with Internet learning, I would argue that if someone turned to the Internet because they *really* needed to know something, once they found their answer, they’d remember it.
I would also posit that this information is, at best, what they need to adequately perform in their chosen careers. What they will need to *succeed* in their chosen careers is something that sets them apart from the other 50 people in their class: a special skill, a well-connected network, or real work experience. Many of my peers have recently graduated and are struggling to find employment here in Oregon. Some of them have only bachelor’s degrees, some of them are masters in their chosen field. But no one will hire them, because while they may be “masters” they don’t have that special something. And they are understandably pissed off, because their whole lives they have done exactly what their teachers told them to do: go to class, take notes, turn in your homework on time, get good grades. They were promised these things would lead to success. And now they are broke and buried in a mountain of debt.
I am 23, and I currently hold a full-time position as Director of Customer Services in a small company. I did not get this job because of my degree; in fact, I do not have one currently because I have concluded that pursuing a degree right now is a waste of my time. I got this job because of my prior sales and customer service experience, and I decided to study writing resumes and acing interviews. I succeed at my job because I constantly keep my eyes open for opportunities to expand our business and make our business more efficient. I read books written by people who have reached the heights of this field. I am my own professor, and guess what: with a library card, my education is free! I am currently trying to give myself a master’s in education by reading lots of books on the topic, and blogging (more like writing short or long-ish essays) about what I’ve read, and how I think different pieces of the puzzle connect. If you’d like to check it out, you can find me at cgremore.wordpress.com.
I think your bored (and most likely boring) students will only start to become interested in this oh-so-necessary information once they graduate. They will realize that no one is going to step up and take responsibility for their career and happiness for them, and there is no more time to waste, so they will do it for themselves. Once they need to keep a roof over their heads and food on the table, they WILL grow up.
I have a small class right now, made up of only five students. One is doing the reading; I don't know what the rest are doing. Magnify this by a 100 and you have 20% reading and studying and note-taking and 80% doing anything but.
Being clear about expectations and rules, and sticking to them is #1, but enthusiasm counts too. When I was in Mexico, I volunteered to teach English in middle school. When it began to be a job, I opted out.
Having enthusiastic, disciplined, well-grammared and well written students is always a goal, but then I've always had the goal of seriously dating Miss January.
1. Never, ever take it personally. As far as some of the students are concerned, I am not a person. Those who do consider me a person behave in ways that are fundamentally polite: they don't play with their phones, sleep or talk when I'm talking. And those who aren't interested in the material feel that way for a host of reasons, most of which have nothing to do with me.
2. Understand that although to me my class is a class - a finite time period in which I am presenting material that I believe is valuable to my students - to many of them, my class is just another chunk of an endless day/week/semester filled with similar chunks. The fact is, to many students, school is something that has to be borne, not a vibrant and stimulating arena in which they have the privilege of learning something. They've been doing this their whole lives; they don't see it as a privilege or opportunity at all. They'd rather be somewhere else. Later, they may look back and feel different about it.
3. Even when they're texting, yawning and rolling their eyes, some of them really are learning something. It may show up in their papers and tests eventually.
4. No more Mr. Nice Guy. No flexibility on deadlines, no rewrites unless they've already been announced, no special considerations. Behavior has consequences. Failing a class is not the worst thing that will ever happen to you. I make my expectations clear at the beginning; if you don't live up to them, the results are yours and yours alone.
4. Never, ever take it personally, continued. Especially when they come to me at the end of the semester and try to convince me that their failure is my fault. Treat evaluations with a big lump of salt. If everybody loves me, I'm probably kissing their asses, and this is not a good quality in a teacher.
Great post.
I'm curious what's going to happen to these kids when they enter the FT workforce in great numbers. What will our economies and innovation be like with attitudes like these?
Being a teacher just sounds miserable. Is there any hope?
I'm curious what's going to happen to these kids when they enter the FT workforce in great numbers. What will our economies and innovation be like with attitudes like these?
You've already seen the results - try 2007-2008 Wall Street.
If you want to shake things up I suggest a sea change in your teaching method. Where I went to college most professors used the Socratic method. In larger classes a slacker could presumably skate along without having done the reading, but if they understand that their participation is a significant part of their grade they'll start speaking up. Be prepared to stand in front of the class in silence for long periods of time at first, but the questions will come, and then a great professor has the opportunity to really teach her/his students to think.
At my school we often had very small classes. One in particular had three professors and five students. There was so much reading and so few of us that it would have been humiliating to show up for class if one hadn't done the reading.
Have you ever read One L? It was Scott Turow's first book and was more into a movie and a television series called The Paper Chase. It describes Turow's first year at Harvard Law school and is a near perfect depiction of the Socratic method.
If I were you and I could I'd confiscate their laptops and cell phones during class and hand them legal pads and pen.
Then again, I never texted my friends in class either or did the other stuff you describe.
Thank you for reminding me why I no longer teach.
(Don't know if you'd be able to do this or not, but have you tried banning laptops from your classroom? I tried doing so--I taught freshman comp, and there was NO REASON why, except for the one student who was nearly blind and had a laptop for taking HUGE notes, anyone needed to use a computer during my class time. The University put the kibosh on that, saying we were "looking to integrate technology into learning" or some bullshit.)
PS: you sound like a GREAT teacher - your students will take that with them, and perhaps emulate you in the future, even if they're unwilling to show it to you now
Scary because every once in a while I listen to my friends raving on about how happy they are teaching. And I believe them, and consider trying it out again (I only lasted one year while I was doing my M.A.) Thank you for reminding me that they're probably lying.
I spent 7 years in graduate school on a pittance stipend in order to earn a PhD, and 29 years teaching at two large, state Universities in Kansas and Alabama. In my career I received most of the teaching and advising awards that my institutions bestowed, and I consistently received among the highest teaching evaluations. I retired at the end of last academic year for a variety of reasons, but primarily because I was no longer having a good time teaching, especially the type of students you describe.
The last few years I started capitulating to the whining and pleading. I let students turn things in late with no consequences, I would arrange alternate exams when the scheduled date wasn't convenient for them, I ignored the cell phone and computer use in class, and on and on. It was much easier to give in than to fight.
Higher education is being turned very quickly into something similar to a conglomerate fast-food chain. I was terrified that I would start each class with "Can I take your order?" and inlcude "Do you want fried with that?" The fallacy that students are education "customers" is destroying what was, decades ago, the envy of education systems outside the Northern Hemisphere. Students are not customers; they are consumers. As far as public higher education goes, the "customer" is the state and federal tax monies that subsidize two thirds or more of the cost of that education. Tuition nowadays may be frightful for most families to contemplated, but it does not begin to cover even bare bones operational costs. So, when parents or students complain that they are paying your salary, they are clearly in error.
I am much happier being retired, even at 55% of what my salary used to be. Serenity is definitely worth every penny. I have been asked more than once to consider coming back to teach a class or two, but unless I am confronted with a financial crisis, I do not plan to do so.
On "A Way With Words" the other day, the hosts were discussing a recent "study" by Andrea Lunsford that essentially apologizes away the utter lack of mid- to high-level literacy in "kids today" by rationalizing that they write WAY MORE than any previous generation, and furthermore, hoo boy, they know not to write OIC or str8 in a formal paper...therefore, the Twitter generation is LOTS more literate than those of us who can actually write a grammatically correct sentence because we were taught parts of speech and grammar.
Lunsford is one of the primary reasons I never pursued a Ph.D. in Rhet/Comp. I threw her damned book on collaborative writing across the room so many times and scribbled so many nasty notes in the margin during my stint in grad school, an unbiased observer may have considered me unhinged.
Go read this if you can stomach it: http://news.stanford.edu/news/2009/october12/lunsford-writing-research-101209.html
Oh, the ending:
I have learned two important rules since I began teaching: to teach the most to those who want to learn, and that I cannot want a good education for students more than they do. If only it were that simple.----------sounds like a great couple of first lines in a book about your teaching experiences.
I've little personal experience of conventional education and what I do have is ancient. What strikes me is how with a few slight adjustments, you could be describing virtually any group of Americans engaged in any endeavor at all. Your students are much like everyone I deal with on a daily basis, not exempting myself.
From my perspective, you've written an indictment of American culture which is only incidentally related to education. But then it's hardly remarkable for young people to be scapegoated for the failings of their parents and those of their parent culture. Not that I regard you personally as doing so - in your position, I'm sure I'd be blowing off more steam, less graciously.
At this point in history, to be a cheerful, focused, productive American sure of doing the right things for the right reasons could only be regarded as symptomatic of mental illness. We are an anxious, ashamed, and depressed people for good reason. We're having an awkward stage, and how or even if we'll grow out of it remains to be seen.
Your students seem to be of all ages, but if doubt, confusion, anger, and self loathing are traditional aspects of adolescence, then perhaps we should try particularly hard to be kind to individuals undergoing their personal adolescence in an adolescent culture. It's got to be excruciating, and people in agony are seldom pleasant company. I offer you what compassion I have in hope that it'll help you to continue to find yours.
P.S. At 15, a single teacher inspired me to a moment of sanity that made my life since then possible. She wasn't even my teacher and I doubt she was ever aware of what she accomplished. Never underestimate the good you do, just by being present and bearing witness.
I will respond more tomorrow when I am less tired. Thanks to all who took the time to visit my blog. It is appreciated.
I home schooled my eldest daughter from 5th grade through high school. Despite her ACT scores being in the top 5%, many family and friends were concerned about her transition to college. They shouldn't have worried. She has been appalled by the behavior of her fellow students, and amazed at their stories of what high school was like. It turns out that having a hard-nosed mama force you to stick to deadlines, take notes, outline and write essays over the material isn't such bad preparation for college.
I love teaching - but could tear my hair out sometimes. Today all my students have "This I Believe" essays to turn in for the final test grade of the marking period. Last week I e-mailed all the parents to let them know how important this assignment was, the requirements and due date - any bets to whether or not I will get pleading e-mails asking me to make an exception for their special little snowflakes?
One big advantage to teaching college is not having to deal with the parents. Oy, the parents!
I admire you, emma. Those students may not all appreciate you now, but for some of them you may well make, like the road less traveled by, all the difference.
1. I teach a media writing class at a local university as an adjunct, but I'm only in my fourth or fifth semester of doing so. I'm hardly an expert.
2. Emma, having seen your writing and your mind on OS, I find it hard to believe you're anything but a kick-ass teacher. And I'm not disputing a single point you make, because I've seen it, albeit to a lesser degree.
But I've heard similar things from other teachers and it hasn't been my (admittedly limited) experience. I've generally had a handful of kids who haven't given a fiddler's fart about what I'm saying, but I've been consistently surprised at how engaged the vast majority of my students are. I teach my class in a pretty nuts-and-bolts way -- I stress the small details of writing, right down to cutting individual words out of sentences -- and I've been pleasantly surprised how they respond to that.
And some of them have really busted their asses. I had one girl last semester who was far from a natural writer, but got an A (I don't give pluses or minuses) purely through hard work. I e-mailed her after the semester and offered her a reference any time she wants one.
I've had a few sort of question or bitch about my decisions, but I've discovered a magic word: "No." I basically just don't brook any argument. Now, I don't need the job, although I sure can use the money, so I can afford to be a little more fearless than a full-time teacher. But I've found that if you're flexible when necessary but decisive most of the time, they know there's no way around that.
I also just don't worry about the kids who aren't putting out. I guess I have enough good, engaged students that I figure if a kid is screwing off in class, it's his/her problem.
Some of the Babbits who live here would attribute my positive experience to the upper Midwest work ethic and maybe that's true. Or maybe I've just been lucky. Of maybe I'm a hell of a teacher (I like to attribute it to that, personally).
But Emma, if it makes you feel any better, you need to remind yourself that even if you're making a positive impact on even one student a term, you're serving the highest calling in your profession.
And I'd take a class from you any day.
Good luck with your latest crop of students.
I've taught for going on six years in the social sciences and humanities. My first job was at a small, unknown public liberal arts school in an impoverished southern community. My new job is at a rich private university in the south, but serving a large number of well-to-do out-of-staters.
I concur with another commenter that it is often the so-called "high achievers" who are the biggest whiners. The working-class students at my first gig were decidedly lacking in the "raw-material" department, but they made up for it with work ethic and determination. They were poor writers as a whole, but they paid attention in class and made a strong effort, and most of them showed some improvement by the end of the term. They seldom if ever challenged my authority.
At my new job, the sense of entitlement is palpable. The average GPA for incoming freshmen is near a 4-pt, and it seems that the majority expect to coast on their natural talent rather than do any work. It is extremely annoying for an idealist like me to be dissapointed so often by bright but lazy students who have been trained to push the professors' buttons in order to get special consideration.
It sounds like you are a law professor, so I was wondering if you could answer a related question:
I've had several of these "entitled" students recently express grave concern that they might (heaven forbid!) get a B in my class! They are attempting to "guilt" me into special consideration because they insist that anything less than a 4-pt will lock them out of contention for law school. Is this true? It strikes me as counter-intuitive. I have it on good authority that some med-schools admissions people are downright suspicious of 4-pts because they suspect (rightly so) that they belong to grade-grubbers who lack the down-to-earth qualities that make good MDs. I suppose that the legal profession may be more dog-eat-dog, but I still don't know how a single B could really sink anyone's ship. Am I crazy?
Great post.
Bottom line: We're toast.
I, too, had few students who could write a coherent sentence,
let alone had ever read much. Not only that, they thought they were knowledgeable and would actually challenge me at times about things they knew nothing about, saying "that can't be true" or "really, that's really true?" or "I don't believe that". As my husband points out, when a knowledgeable, educated person makes a point and can offer qualification and evidence, but a student says "I don't believe that...", then that is the epitome of ignorance. One can say "I don't believe in the Tooth Fairy..." but to say one doesn't believe a statement of fact by a college teacher is absurd.....and really scary!
One of the hallmarks of a Fascist society, and of a society's decline in general, is a lack of respect for education. I actually had students who would say things such as "Why learn a second language? So what? Why is that important?" and "Study history? Why? Who cares?" and similar comments which, I think, say it all!!
I noticed while working that the student aids acted like they were doing me a favor by working
when I was young we felt lucky to have a paying job
generally, the young have lost a lot of respect for their elders and they think we know nothing
this hurts them because they really screw up their lives before they realize that we do know more than they think
In my classroom, we fight the tech battle everyday (no electronics allowed), and I ask my kids frequently: "if you can't handle my short lecture, how are you going to do in a college course?" I usually get the same answer - "we'll record it" or "I'll take notes on a laptop." I think we should promote a tech-free zone in schools to ween students away from their dependency on this stuff (or at least, like you've said, eliminate the distractions).
Good luck this semester.
Emma, sounds like my worst nightmare frankly. I'd want to slap those kids upside the head. WHY are they allowed to play with their phones during class? Isn't that just an effin' given that that should be forbidden? Little entitled nimrods. But actually, more than that - its our lax society allowing this kind of behavior. Encouraging it.
See - I believe it happened sometime in the 80's. We began thinking our child was the rock star to end all rock stars. They were BEYOND the rules because they were soooo special. Before that, kids were kids and treated in kid manner. Sitting at separate tables during holidays, having to meet expectations like homework and chores, being polite. (Hell, my mother would punish me for saying something rude to someone else or questioning her authority.) We were taught deference.
God, now I sound like That Person. "Back in the day..." But still - regardless - what's going on now is nutty. God bless you. And feel free to read one of them the Riot Act in honor of me...please. Pretty please.
Oh and I thought the same thing - your class would definitely be engaging! Little losers. Oh I'm mad now.
"And this is new too: some students demand that nothing be on an exam that isn't in the handouts. Say what?"
Yeah, I've heard that too on the student-side of this and I don't understand it either.
"Classrooms are turning into a no-fun zone and that makes me sad."
I have stories like that too that have been passed to me from educators. It's insanity, if you ask me.
"a creative asshole is still an asshole"
AW YES! This what I'm trying to lean away from. You are talking to me with this one...
Explain everything about politics and government to me, in a few minutes.
Um ... no.
Go read a book. As if I make this up!
--
"I have a saying -- if you are living at home and someone is still making your lunches and doing your laundry, you are probably going to be the one whose assignments are late."
Sometimes my assignments are late and here I am at my mom's house.
But get me the hell out of here! I miss living anywhere but here...
Some of us suck, but are trying really hard not to suck.
Just keep that in mind next time you're convinced a student is a lost cause.
Tech-free is stupid. It's just not realistic. The real world is full of technology. The classroom shouldn't be a place where it doesn't exist. That said, there is also a matter of appropriate behavior. Playing on your cell phone isn't appropriate behavior in a classroom.
Silk,
The workplace will adapt to the new workers, once the new bosses realize how to do it.
Delia,
The brains may have changed, however, you (and Emma) have made the wrong conclusion. Those learners aren't just passively taking in information. They need to be involved.
Emma,
Even if you think your lectures are short and engaging, maybe they aren't? You should think about changing your paradigm of teaching from one of you lecturing and them absorbing and regurgitating to one where they are producing their knowledge, i.e. with a project-based approach.
The kids aren't reading or buying the books, because nobody has expected them to do so, and probably because too many prior professors have assigned them to buy books and then not used it.