Accountability
What monitoring approaches or tips can you provide to make this process less abrasive? I think that sometimes students feel overwhelmed and may become unresponsive to monitoring. I have to remind myself they are "young adults" and following procedures is the last thing on their minds.
Carol,
How can you justify exceptions to a "no exceptions" policy when students ask why they could not turn in something late when they know their classmates have done so?
Jeffrey Schillinger
I have made a policy that says homework is due on required date, no exceptions. The assignments are short and easy so it really is not unrealistic. Larger projects have a due date far enough in advance that I require them on the date or early if you know you will not be in class. 10% per day off for turning it in late. There are always legitimate emergencies and if a student can relate one I will of course make exceptions but they are few. Todays students seem to spend more time trying not to do work than if they just did it.
Well written, Stacy. Thank you!
I agree that explaining the benefits of your classroom policies and rules is very important, especially the first day. I have often found that students respect the rules and policies once they understand why they are in place and how the policies will make the classroom a better learning environment. I have found that setting expectations right off the bat (both student and instructor expectations) also helps promote a great learning environment.
This attitude is one of the things I try to foster in my faculty. A "no late work" or "no make-up tests" policy is not realistic when we are working with adult students who have a lot of other responsibilities.
I always give myself an out when I establish policies. My policy usually was "Students who turn in work late may be subject to a 10 percent per day penalty."
"For exapmle, it may be better to have a small penatly per day an assignment is late versus a "no late assignment" policy."
Agreed.I've had better retention success by accepting late work with point deductions rather than the 'no late assignment' policy.
I always indicate in grade comments that points were deducted to discourage repeat behavior.
Thank you, Marie.
Sometimes we have fellow employees, especially faculty members who have spent a lot of years in traditional education, who think flexibility equates to letting students get away with stuff. What can we do to help these folks see the need for flexibility as we deal with our adult students?
I agree with you completely. We are to be flexible and willing to make adjustments if needed
Minerva,
I have found that studenjs are usually willing to follow procedures if they can clearly see the benefit to them. Whenever we explain a policy or procedure, we have to frame it from the perspective of how that policy or procedure makes the student's life better.
I strongly agree with the statement that majority of the students are young adults and that following procedures is the last thing on there minds, but we need to help them realize that education is important. Also they need to be accountable for there actions.
Randolph,
This is an interesting perspective. What would be two or three "accountability rules" you think would effectively address the issues you are referring to in your post?
With out student accountability guality will degrade with no accountability rules go out the door because todays students will push to the limmits if there is no penatly for their actions
Accountability is an important skill we need to build in our students. We need to establish deadlines and consequences that help build skills. However, we can build up to the level of accountability we want slowly, with less severe consequences in the early quarters.
Michael,
Excellent points, but how do you walk the fine line with flexibility? My experience with students, they tend to push the envelope to see how much they can get away with or how long it will take for additional follow up. For example, I may allow a student to have an item and set up a verbal agreement to pay me a week later. The item is essential for their class and workshop activities, so not providing them with the item would prevent them from participating in class. Some students will exceed the verbal deadline and I'll have to follow up with them on several occasions to acquire the money.
Also, how do you prevent the stigma of being a "push over" or being taken advantage of by students? I would think by establishing a sense of trust early and enforcing accountability (with some leniency) as well as monitoring them would work?
Michael,
I agree that we should hold students accountable for their education. However, sometimes educators think accountability means very rigid rules and deadlines. The trick is to maintain accountability while still showing enough flexibility to allow students some conditions in which they do not have to be perfect.
For exapmle, it may be better to have a small penatly per day an assignment is late versus a "no late assignment" policy.
Accountability should be held very high for students in regards to their assignments, due dates and lab expectations. To prevent discouragement, the high standards should be accompanied by support, help, and positive reinforcement.
Good question,John.
Monitoring can come in many forms. We all use quizzes and tests, but those sometimes seem punitive to students.
There are some things we can do. One thing would be to ask students to write a "one minute paper" at the end of class describing what they learned. Another angle on this is to ask theem to write the "muddiest point' so that we know what to start the next class with.
Asking a lot of questions and following up on students when they miss class or fall behind can be less abrasive depending on the teacher's approach. If we always position ourselves as "there to help," even if we are addressing behaviors or performance we want to change, students usually receive our feedback positively.
