Understanding students
Hello,
What do you do in a situation when a student has missed 25% of the class and has completed only one assignment... now it is close to finals day (two class periods away) and this student is trying to work his/her tail off to complete the assignments, understand the material and pass the course. I feel that if I allow this student to just squeak by in the end, it is not teaching them "real" lessons of life. What do you think?
I agree and this should be brought your PD attention
Hi Geneveva,
Good point about how to handle different student situations. Over the years I have always done a lot of thinking about making the right decision for each student. I am like you in that if the student demonstrates some interest in trying to make up lost time and work due to legitimate reasons I will try and work with that student. If they don't then they have to live with the consequences of their decision.
Gary
Bonjour Gary,
I guess the best way,first take, the student aside and find out what is going on.Communication and comprehension is key to solve existing issues,I will give that particular student specific assignement and homework to accomplish on a time frame period of a couple of days. I really think that asking a difficult student to accomplish and achieve a project on certain time,require comitment and set a goal, also knowing that finishing the task will help with attendance record and give extra bonus point to improve letter grade is sometimes a powerfull tool of motivation.Merci beaucoup. Pierre
This is often a situation I am faced with each and every semester. The truth of the matter is there is a reason a semester/ term is the length it is. It is impossible to learn all that must be learned with so much class has been missed, however 25% of the class is not as much as it seems. Often if the student has been in contact with me, I will work with them. If the student has made no effort to contact me and inform me of whatever situation they are dealing with then I will assume they do not care and just think I will stop and reteach everything that needs to be taught in order for them to "get by". I just look at each and every situation and go from there.
Hi Ernie,
Good point about early intervention. Early intervention lets the student know you care about their success and also helps to keep you out of a difficult situation where you have to make an end of the course call as to whether the student should pass or not.
Gary
I beleive it is a tough choice for an instructor to make, to either let this student squeak by or make this student repeat the phase or course. It is also greatly unfair for the students that have been showing up to class everyday, but on the other hand are you setting up the student for failure if he/ she advances wihtout the proper skills to be able to complete work in the field of study that student has not accomplished or has not grasps that material correctly. It is like playing with a double edge sword, but this situation could have easily being avoided if this particular student would have not reached that point of missing 25 hours. Early intervention of this type of student is very necessary and should never get to the point where this student is at risk like this. Between 5 and 7 hours should be the point where the instructor needs to get active and tracking students down and figuring out what the status is with this student either by phone, e-mail, text or certified letter, but you must not sllow the student to put themselves and formost yourself in such a mess.
Hi Pierre,
Once you have identified that a student is consistently missing class what are some methods you use to encourage that individual?
Gary
First I will find out if the student has a common pattern of missing class. If not, I will work a plan out to allow my student to complete course assignement.
Hi Cheryl,
You are on the right track with your approach. I would suggest you set up a grading rubric that clearly spells out the various ways of earning credit and when. This way the students can see exactly what it takes to pass the course and if they miss deadlines along the way then they are not going to be successful and they know it early on in the course. Also with the grading rubric you can defend your grading procedure.
Gary
I also wrestle with this one. If students don't pass my class, they don't graduate - I hesitate to flunk anyone but flagrant failings. I have had students miss classes, then fight to catch up quickly. I'm caught between trying to enforce good student behavior and failing them - so, if they manage to catch up I pass them. My class is a one credit pass/fail with 8 weeks of classes. I'm thinking of trying to emphasize the need to get assignments in on time at the beginning more and to set up grading in such a way, that it is more obvious that missing, then catching up won't work.
I'm not really fond of "trying to teach them a lesson" philosophy and my class is always taught the last quarter - so you'd think they'd have that figured out by then.
I agree. I grade assignments every week, with deductions for late work. In the end, if they are late it can make the difference between passing and failing. I constantly remind them of the need to hand in their work on time.
Hi Sara,
I agree. This is unfair to both the current class of students and this student as well. He/she will not have the necessary content and/or skills to be successful in the next course or out in the field. I just had such a case myself last phase. I told the student he could take the course again just as if he had enrolled for the first time. I did not try to compress the course content and assignments for him because I knew even if he passed with a C he would not have the competencies needed. He seemed relieved when I laid it out for him because he knows I want him to be successful but also I want him to meet the required standards of the field.
Gary
