Classroom Dilemmas

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Q: I have some very bright, very competitive students who really want to do well and be successful. Unfortunately, that means they check and triple check every graded item, and frequently come back to me for adjustments, to argue for more points, and so on. It feels unfair to the other students who are not quite so driven, and I am not sure how to keep them engaged and excited, but to stop this constant revisiting of every grade!

Thanks,
Overwhelmed

A: Dear Overwhelmed,

It's delightful to have motivated, earnest students -- but the issue you describe is also a very challenging one.

The first step, of course, is to be as consistent and fair as you can be when you grade. Make sure you apply the same criteria to all papers and exams. You may find it useful when grading papers to have a template with a list of the elements you're looking for and a rubric for how you evaluate each. When grading exams, on your grading key you may want to note how many points you award (or deduct) for particular answers. You may also find it's easier to grade one question (or a page of questions) for the entire class, rather than grading exams start-to-finish for each individual student.

If you're confident that you've been consistent with your grading, it's easier to be firm with a student who is looking for additional points on a question or paper. Of course, it's always possible that you made an error in grading (or adding!) and you should make adjustments to grades when that happens.

The issue in the mind of the student may simply be the grade, but it may also be about self-image. It's important to emphasize to students that grades don't necessarily always reflect what they know; anyone can have a bad moment on an exam or not express a thought as clearly as intended. But even more to the point, we're not all right all the time -- and we're still "okay." That's as important a lesson as the content of any course. Learning how to recognize our own mistakes, how to face them and to come up with ways to make fewer in the future is an important part of learning and of life.

Hope this helps!

CET

Q: How should I handle students who persistently use their laptops and instant message in class?

A:It's a good idea to set expectations around laptop and cell phone use during the first class. I tell students that I understand that they have e-mails to check and other tasks to do and that if they're important enough, they should do them - but not in class. I explain that I can tell the difference between note taking and surfing the web or checking e-mails and that those activities are distracting both to me and to their fellow students.

Still, I find it's a good idea to remind students of laptop courtesy before a guest speaker arrives.

Q: I have several international students in my class who never talk. I understand that in some cultures class participation is not expected or encouraged but class participation is one component of their grade, what should I do?

A: Class participation is an important component of the grade in many classes. Students don’t participate for a variety of reasons: personal style, cultural background, language difficulties, uncertainty about the material and anxiety about speaking in large groups. But it is reasonable to encourage and expect an active discussion among all members of the class.

One approach is to talk to students privately about their participation and to arrange in advance to call on them about a specific topic. Other techniques include allowing students to introduce a prearranged topic at the beginning of class such as a case discussion and providing opportunities for students to get engaged within smaller groups to “warm them up” for participating in the larger class.

You should make it clear to students that participation will affect their grade and provide feedback to students that are failing to participate. Involving students from the first day in active participatory activities fosters an atmosphere that encourages participation.

Q: I am new to the classroom and I am not sure what I should do the first day of class. What are some options?

A: The first day of class is important for setting the tone of the course for the remainder of the semester. Take this time to introduce yourself to the class, to review your expectations for the semester, to review your syllabus and objectives of the course, and to start learning about your students. To engage students in the class and with each other you may consider using a short group exercise on the first day. Many instructors have students fill out information cards and this provides some additional information that makes it easier for instructors to remember students' names. It is important not to waste this class time by dismissing students early as this signals to students that class time is not important. If you have completed introductions and administrative tasks jump right into the course material and give an assignment for the following class.

The first class is also a good time to ask students what they expect of you as an instructor. The discussion around their expectations can help you to keep their expectations in line with the way you plan to manage the course.

Q: I suspect that two students in my class have copied one another's homework assignment. What should I do?

A: Academic dishonesty is taken very seriously at Boston University and there are established procedures to deal with it. Your best resource for dealing with issues of this manner is your department chair, who will be familiar with the correct procedures and administrative contacts. It is very important to carefully document all communication and suspected cases of academic dishonesty and to follow the procedures outlined by the University.

Q: Are there some good resources for new teachers?

A: The best resources are other instructors in your department and those with experience teaching your course. Before teaching a new course it is often helpful to observe someone who is known to be an exemplar instructor in your department. It’s also useful to ask someone in your department to observe your course and provide constructive feedback – and the sooner the better!

The CET offers workshops and seminars that will help you improve your teaching skills and can also consult with you individually and visit your class.

Some popular texts for new college instructors include:

August 19, 2008