The Worst of Me

mmZCRsEWhich of your character traits is your worst enemy, in your life but especially in your job?

In one of my courses, we’re writing reference letters for fictional characters.  In addition, as a possible blog assignment, I suggested students write reference letters for themselves, imagining they’re applying for their dream job and giving an honest assessment of their strengths and weaknesses.  It made me think about how I would assess my strengths and weaknesses as a teacher – and as a person, for that matter.

My biggest flaw (and I have thousands) is irritability.  I get annoyed even with people I love, people whom I know have the best of intentions.  When someone interrupts me when I’m talking, or hogs the spotlight, or expresses him/herself in a way that’s less than clear, I turn bitterly cold and sometimes shut down completely.  This seriously bruises my relationships with my students and others.

Example A:

Student: Miss, what were you saying about that thing?  That talk?

Me: “Talk?” [Long pause]  [Note: I know what the student is referring to.]

Student: You said something about … a talk, you said … we have to do something.

Me: When did I say this?  Today?  Last week?  What exactly did I say?  I need more information here.

Student: Never mind.  Forget it.

Example B:

Me: Would you like some coffee?

Mother-in-law: Well…you always make your coffee very strong.

Me: Yes, we do.  [Long, long pause.]

Mother-in-law: Maybe you could add some water to mine?

Me: So you’d like some?  Certainly.

I’m not suggesting that teachers, or people, should always be friendly and sweet.  However, irritation can be mean, and its primary goal is to make the receiver feel bad.  (The ultimate objective is to change the receiver’s behaviour, but it is not a good method for doing so.)  I struggle with this in the classroom, in my marriage, in my friendships, and in my interactions with grocery store cashiers and people who walk too slowly in the metro tunnels.  It tires me out and in makes me an a**hole.

What about you?  Do you have character traits that make your job, or your life, more difficult?  Have you done anything to change them?

Image by Michal Zacharzewski

Classroom Blogging

nIMK48mI’m having my students keep blogs again.  I’m both excited and wary.

Student blogs are a lot more fun to read than papers, but they’re also more difficult to evaluate.  The setup process has gone fairly smoothly so far, but it’s still been a lot of work.  Reading a ton of blog posts every week can be really inspiring, but can also be draining.

The setup for my class is this: Each student will keep a blog.  They’ve been assigned to “blog teams” and are required to comment on others’ blogs as well.  There are minimum requirements they must meet to pass, but if they want to do well, they will have to post more regularly and engage more actively in their blog networks.

I’ve done a few things to ease the burden of reading, commenting on and grading 82 student blogs.

  • I’m requiring students to post only 3 times a month.  However, this is a MINIMUM requirement; a student who wants 100% on this assignment will need to do more than that.
  • I’ve created very detailed written guidelines on possible blog topics, protocols for commenting, and evaluation criteria.  Some students seem overwhelmed by this flood of information at the moment, but I hope they will find it useful as they get into the blogs.
  • Rather than receiving a grade for each post (impossible!) or a single grade at the end of the term (as I did last time; totally overwhelming), students will receive a grade for February (and a face-to-face meeting for feedback), a grade for March, and a grade for April.
  • I’ve decided to set aside a few minutes at the beginning of each class for blog concerns.  Today we’ll go over the mechanics of putting up their first post and making their first comments; next week we will talk about the ins and outs of using images (including copyright issues.)

Their first posts are due on Friday.  Do you have any advice?  I love student blogs, but last time I used them, I thought the workload might put me in an early grave.  What tips do you have for streamlining, responding, tackling problems, and otherwise making this assignment as effective as possible?

Image by charcoal

ClassROOM: Teaching and Physical Space

ChairI was thrilled when I learned my schedule this semester: noon to 4 most days, a nice change from my usual 8 a.m. start.  Then I learned the catch.  When you teach in the middle of the day, it seems, you’re much more likely to end up in a terrible classroom.

My first class of the semester was in a room with no computer projection system.  A major inconvenience for that course, but resolvable – we have portable systems that are usually available, as long as I book in advance and leave for class early enough to get to the IT Centre first.

My next class was, to my astonished chagrin, in the college amphitheatre.  It is, as the name would suggest, a lecture hall.  It seats around 100, so the first order of business was to move everyone in my class of 40 down into the first 4 rows.  The bigger problem is that – well, that it’s a lecture hall.  It has a wonderful big projection screen and interesting acoustics, but I’ve never lectured for more than 10 minutes at a go in my life.  The seats are bolted to the tables, and it’s impossible for me to get between rows; when it comes to group work, moving students around is going to be a crazy headache.  Doing in-class essays is also going to be a challenge, as everyone’s right on top of everyone else.  Lecture halls are for lecturing, not teaching.  I have no idea how I’m going to work with this space.  (When I asked the students how they feel about it, though, they said, “It’s cool!  It’s like being at the movies!”  I guess so, but they’re unlikely to still feel that way after staring at ME for a few weeks.)

The next day I had my third class.  It’s in an almost windowless room in the basement, and five minutes before our first lesson, all the power in the building went out.  I fumbled my way downstairs to find that the students were all shining their phones around to see each other, as the room was completely black.  Mercifully, the power came on about 10 minutes in – or maybe not so mercifully; the fluorescent glare revealed up a blank, bunged-up, low room twice as deep as it was wide, meaning that I seemed to be shouting at the students in the back through a train tunnel.  I have no trouble projecting, but a room like this magnifies student-in-the-last-row behaviour issues; they truly believe themselves to be invisible, so I have a feeling a lot of pauses and “ladies in the back, I’m still talking”s are going to be necessary.

Some colleagues have suggested that I make room change requests – the winter semester is never as crowded as the fall, so there’s an outside chance that such requests will be honoured.  However, I’m curious.  How will working in these spaces affect my teaching and my students’ learning?  How can I accommodate myself and my lessons in creative ways?  Is it even possible that dealing with challenging spaces will make me a better teacher?  I’m tempted to stick with these weird rooms and see what happens.

Have you had experiences, good or bad, with challenging classrooms or other teaching spaces?  How did you deal with them?  What did you learn?

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Friends, I’ve taken on too many projects.  I’m going to do my absolute best to post once a week at least, but the next few weeks may be sporadic.  I’ll do my best to be back on a regular schedule as soon as possible.  I hope your winter semester is starting off really well!

Image by Agnes Scholiers

Top 10 Posts of 2012

njpcdISIt’s time again for Classroom as Microcosm’s yearly top 10 roundup!

These are the posts that got the most hits this year. It’s not always clear WHY a given post on this list got so much traffic, but the fact that a lot of people looked at and/or read these posts suggests maybe they have something to offer.  If you’re new to the blog, or haven’t been able to keep up, they give you a sense of what’s been happening here for the last twelve months.

Please note that this list is comprised solely of posts that were written this year.  It does not include “reprises” of past posts, even if those posts were substantially edited or rewritten.

If you like what you discover, please subscribe!  Look to your right.  See the button that says “Sign Me Up!”?  Click it, and away you go.

1. What’s a Teacher to Do? Paul Tough’s How Children Succeed

I expect this review was popular because the book was popular, and deservedly so.  I’ll be using it as a primary text in my English for Child Studies course next year, and I expect to reread it periodically to remind myself of all the things that teachers need to aim to teach: not how to identify a theme or correctly form the passive voice, but how to be resilient, curious, tenacious, etc.  This book made my list of top 10 books of 2012.  It’s great.  Go read it.

This post was also honoured as a WordPress “Freshly Pressed” pick, and thus garnered me some new readers, for whom I am very thankful.

2. Plagiarism: What Do Students Think?

In this post, I asked students to tell us why they plagiarize, or, if they never have, why they think others do.  The comments section is full of enlightening responses to this question.

3. Essay Writing: The Cake Analogy

I hope this post was popular because it was useful.  It links to an analogy that explains how and why to structure an essay properly.  A number of teachers have reported that this description of an essay as a layer cake has been very clarifying for their students.

4. Bad Teacher

Maybe this post got a lot of hits because it shares its title with a popular movie.  Nonetheless, rereading it amused me.  It tells the story of a nasty house-hunting experience, in which the bad guy turns out to be a teacher.  The question: can you be a bad person and still be a good teacher?

5. Demoralization vs. Burnout

Being “burnt out” is not the same as being “demoralized.”  Knowing the difference can help you decide what to do.

6. Methinks the Lady Doth Explain Too Much

I hesitated to write about Shayla in 2011, when the email exchange documented here transpired.  At the end of the Winter 2012 semester, I figured enough time had passed that I could write about Shayla with some perspective.  Little did I know that Shayla would turn up in my class again this past semester.  Sometimes I wondered whether I was the one behaving badly.  In those moments, I returned to this post to remind myself that no, I was doing the best I could with a baffling and infuriating student.

7. Things They Should Teach In School

My husband and I bought a house this year.  (I’m keeping track of my home ownership adventures on this new blog.)  In the process of buying a house, we discovered that we know NOTHING about a lot of very important things.  In the comments section of this post, readers suggest topics that really deserve time and attention in school, because we will grow up and need to know how to negotiate a mortgage or repair a bicycle, and most of us won’t know where to begin.

8. “I Do Not Take Off Points.  You Earn Them.”

What do you do with a student who thinks her academic problems are all her teacher’s fault?

9. What’s In a Name?

I can’t seem to make my students learn my name – or any of their teachers’ names, for that matter.  Does it really make a difference if they just call everyone “Miss” and “Sir”?

10. Penny Gives Up

I am happy to report that Penny’s story had a happy ending, but in this post, I consider the lowest point in our relationship.  She’d worked very, very hard and had still failed, and saw little reason to try again.

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Did you read a post this year that you liked, but that didn’t make this list?  I’d love it if you’d let me know; I am considering compiling a list of “commenters’ favourites.”

If you’ve been visiting the blog for a while, please tell me what you think of the new look!

A very, very happy 2013 to you all.  Thank you so much for visiting my blog, for reading my posts, and for leaving your comments or sending me messages.  As always, if you would like me to tackle a topic this year that’s been on your mind, please let me know!  I hope that your year is full interesting challenges with happy outcomes, and that you will continue to visit me and share your stories.

Image by Dez Pain

My Top 10 Books of 2012

It’s time again for the list of books that I enjoyed most this year.  As always, only some of these books were published in 2012, but they were all a part of my 2012 experience.

gone-girl-book-cover-med1. Gone Girl by Gillian Flynn

Each of my  top 5 could easily have been #1.  In the end, I put Gone Girl in the top spot because on almost every page I muttered to myself, “How is she DOING this?”

I want to be a mystery novel lover, because the genre is so huge and so there are so many pleasures to be had, but I often get halfway through a mystery and admit to myself that I simply don’t care who did it or why  (P. D. James is someone who often disappoints me this way).  Other times I don’t even get that far, because I am so distracted by the poor writing.  There are a few writers who never let me down. Kate Atkinson is one; Tana French (see below) is another; and now, I have Gillian Flynn, and I am so, so grateful.

personbe2. How Should a Person Be? by Sheila Heti

This was a Christmas gift from my husband, and I read it in less than 24 hours.  Heti reminds me of Lydia Davis, but without Davis’s chilly control.  Don’t get me wrong – chilly control is what I’m all about – but How Should a Person Be is exhilarating, befuddling, and inspiring.  Imagine if Lena Dunham made a film that was only interior monologue – it would be a bit like this novel.  Self-absorbed and miniature in detail, yet huge in scope.  Full of laugh-out-loud gorgeous turns of phrase.  I’ve known of Heti for a while but have never felt inclined toward her work – I’ll go back and investigate her earlier books now.

BROKEN HARBOUR_UK3. Broken Harbour by Tana French

See comments on Gone Girl, above.  Tana French’s Dublin Murder Squad series is a collection of those rare finds: murder mysteries that are re-readable.  Not only did I list her novel The Likeness as one of my Top 10 Books of 2010, but it may be one of my favourite books of all time.  Broken Harbour may be just as good.  The intersection of intricate plotting with beautiful writing is almost unparallelled.  Also: set in Ireland, which can’t hurt.

areyoumymother4. Are You My Mother? by Alison Bechdel

This book should probably be #1, but my top picks are all so good that ranking them is stymieing me.  I love graphic novels.  Bechdel’s Fun Home, in which she grapples with the legacy of her complicated father, is also one of my favourite books of all time.  In this sequel of sorts, she turns her analytical eye on her equally difficult relationship with her mother.  One difference: her mother is still alive, and an active participant in the writing and narration of the story.  Fascinating, unrelenting, and funny, and Bechdel’s artwork never fails to slay me.

book-children-succeed5. How Children Succeed by Paul Tough

I have written several posts on Tough’s work, including a review of this book and a meditation on an excerpt that was published in the New York Times Sunday Magazine.  He is a deep thinker on educational issues, yet he writes fluidly and accessibly and has a warm and gentle sense of humour.  This is not just a work of social science; it’s an entertaining and enlightening read.

marbles6. Marbles by Ellen Forney

Another graphic novel.  Forney’s chronicle of her battle with bipolar disorder is hilarious, touching, instructive and hopeful.  Her honest recounting of her own experience is interwoven with historical and medical info.  The central question – “Do I have to be crazy to be a great artist?” – is not answered, but the exploration is illuminating.

Phantomtollbooth7. The Phantom Tollbooth by Norton Juster

One of my projects this year was to prepare a list of 42 children’s books for reading in my Child Studies course.  When I asked for recommendations, The Phantom Tollbooth came up over and over.  I’d never read it. Now I have.  It is great, and the final line is now one of my all-time favourite quotations.

basilef8. From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg

Compiling the above-mentioned children’s book list has involved re-reading lots of old childhood favourites.  I’d forgotten how fantastic this novel is.  I must have read it 10 or 12 times as a child, and reading it again now was perhaps my most delightful reading experience of the year, not just for the book itself but for the immediacy with which it transported me back to being a child reader, the wonder of which is difficult to retrieve in adulthood.

(Note: the finished list of books for the Child Studies course can be found here, if you’re interested.)

filmclub9. The Film Club by David Gilmour

This was also a re-read; it was one of the memoirs I taught in my Personal Narrative course this fall.  I thought my students might like it – a story about a father who lets his teenage son drop out of school if he agrees that they watch and discuss three films a week, chosen by the father – but I was surprised by how much they enjoyed it, and how much I enjoyed it the second time around.

quiet10. Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain

Is this a cheat?  I didn’t actually read this book – I listened to it as an audiobook, and then bought the book so that I could read it, and haven’t gotten around to it yet.  People keep telling me that listening to a book counts, and I loved this book, so it makes the list.  If you often wonder if there’s something wrong with you because you don’t love going to parties, you’d rather write an email than talk on the phone, and you feel anxious if you don’t get some alone time every day, then this book is for you.  It helped me embrace my introverted weirdness and recognize its strengths.

Please tell me your favourite book(s) of the year!  And happy reading in 2013.

What’s That When It’s At Home?

DSC_0742Dear Readers:

I will be back in a few weeks with my yearly “Best Books” and “Top Posts” lists, but otherwise, Classroom as Microcosm will be on hiatus from now until the end of January.  I hope you’ll consider, in the interim, subscribing to my personal/homestyle/living blog, What’s That When It’s At Home?

This new blog is in its infancy.  I originally took a stab at it as a Tumblr blog, but Tumblr is not working out so well for me, so I’ve migrated it back here to WordPress.  My plan is to post a few times a week over the winter in order to get things up and running, and to launch it fully next spring.

The blog will treat subjects related to being at home – cooking, cleaning, home improvement, taking care of plants and pets, etc. – as well as reading, television, knitting, exercising and other things I love to do in and around my house.

The driving question of the blog is similar to that of Classroom as Microcosm: what does it mean to be committed?  At what point can one safely say one is ready to commit?  Classroom as Microcosm has explored my commitment to my job; WTWIAH will explore my journey, over the next few years, toward committing or not committing to my house, and to home ownership in general.

You will find a brief resume of the blog’s intention here.

So please come by and subscribe!  And in the meantime, have a great holiday, and stay tuned here for seasonal updates and a return to twice-a-week posting when the new semester begins.

Now You’ve Made Me Mad: Reprise

I don’t like this time of the semester.  A couple of years ago at around this time, I summarized why.

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What do you mean, “Why am I failing English?”

You’ve failed EVERY SINGLE ASSIGNMENT since the beginning of the course.  You handed in your first essay 2 weeks late, and you wouldn’t have handed it in at all if I hadn’t asked you where the hell it was.  You got 37% on your last practice essay, but you didn’t ask me a SINGLE QUESTION about why, or even look at the detailed feedback sheet I filled out for you, and then you went ahead and wrote the real essay, and got a 40% on that.

What do you mean, what can you do to catch up?  There are TWO WEEKS left in the semester.  You’ve been failing English since the fourth or fifth week – why are you coming to see me about this now?  Your grades have been posted up this whole time.  The fact that you’re failing English is NOT NEWS.

Yes, I’m sure your other courses HAVE been very difficult.  If you’ve chosen to prioritize your other courses, then that is a perfectly legitimate choice.  We all make such choices.  Most of us also recognize that if we don’t prioritize something, we’re not likely to do very well in it.

Why am I angry with you?  I’m angry with you because you’ve had 13 weeks to deal with this problem, and yet you march into my office when the semester is, for all intents and purposes, OVER, and you suggest that a) the fact that you’re failing English is a total surprise to you, and b) I am somehow responsible for the fact that you are surprised, and c) I should now be doing something to help you deal with this problem.  THERE IS NOTHING THAT CAN BE DONE NOW, and certainly nothing that I can do.  The time for dealing with this problem has PASSED.

What’s that?  Why don’t I care about your success?

I do care about your success.  I care about it very much.  I’ve been sitting here in my office, and standing in your classroom, caring about it, all semester.

You’ve been so busy not doing your work, you haven’t noticed.

Photo by Dominic Morel

Children’s Book List: Finalized

mCTJspoDear Readers:

Many of you asked to see my finalized list of classic children’s books for next term’s Child Studies course.  Here it is.  As it stands for now, anyway.

My criteria:

  • I included only books I have read, or that I really should have read by now, or that I have some interest in reading.
  • I want each student to become an “expert” on the book he/she chooses.  Most of these books have stood the test of quite some time, so that the student can research the life of the author, book reviews, scholarly responses, the historical context, etc.
  • I chose books suitable for children of 8-12 years old; they are mostly on the older end of this spectrum.
  • Each student is expected to do a 10-minute presentation on one book.  However, if two students want to present books by the same author, they may do a 20-minute presentation together.  The either/or options at the end of this are for this purpose.  So, for example, a student can decide to present alone on Charlotte’s Web; if another student wants to present on The Trumpet of the Swan, and the first student agrees, they can present together.

I have not included authors’ names here because I have been at the computer all day and can’t be bothered, but most of you will know who wrote most of these anyway.

I am conscious that this is a super WASPy list, and may try to make some adjustments to remedy this.

In addition to two books from this list, students will be required to read Paul Tough’s How Children Succeed and the first Harry Potter book.

This week, I reread The Railway Children and most of Five Children and It (both terrific, but The Railway Children wins.)  I also spent a delightful half hour in my local second-hand bookshop, talking to the owner – a Francophone who has discovered a lot of English children’s books as an adult – about Harriet the Spy.

  1. Alice’s Adventures in Wonderland
  2. The Phantom Tollbooth
  3. A Wrinkle in Time
  4. The Lion, the Witch and the Wardrobe
  5. Harriet the Spy
  6. From the Mixed-up Files of Mrs. Basil E. Frankweiler
  7. The Hobbit
  8. To Kill a Mockingbird
  9. Treasure Island
  10. The Adventures of Tom Sawyer
  11. The Wonderful Wizard of Oz
  12. Little House on the Prairie
  13. Island of the Blue Dolphins
  14. The Wind in the Willows
  15. Pippi Longstocking
  16. The Borrowers
  17. The Indian in the Cupboard
  18. Roll of Thunder, Hear My Cry
  19. Hatchet
  20. Holes
  21. Tuck Everlasting
  22. The Giver
  23. The Dark is Rising
  24. Heidi
  25. Swallows and Amazons
  26. Mine for Keeps
  27. The Secret World of Og
  28. Owls in the Family
  29. The Call of the Wild
  30. The Great Brain
  31. Where the Red Fern Grows
  32. The Cricket in Times Square
  33. The Incredible Journey
  34. What Katy Did
  35. Little Women
  36. Charlotte’s Web OR The Trumpet of the Swan
  37. The Secret Garden OR A Little Princess
  38. Then Again, Maybe I Won’t OR Are You There, God? It’s Me, Margaret
  39. James and the Giant Peach OR Danny the Champion of the World
  40. The Railway Children OR Five Children and It
  41. Anne of Green Gables OR Emily of New Moon

I will be delighted to hear more suggestions, to receive your approvals and disapprovals, and to answer questions.  I’m sure there are plenty of opinions about what I’ve left off here; let me have it (there’s always next year’s list…).

Image by Lynne Lancaster

Without People: Reprise

As the semester draws to a close, I have more and more days like this one, which happened back in 2010.  Few turn out this well, however.

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Yesterday, when I left school, I wanted to live in a world without people in it for just a little while.

My classes that morning had gone well – my Child Studies students just finished reading the first Harry Potter book, and we talked about why most of them loved it, and I asked them to make lists of books they’ve read and loved, and why they loved them.  I sometimes make sweeping statements about how “young people don’t read,” and this exercise always reminds me that I’m wrong, and it cheers me.

Nevertheless, there were, as usual, irritations.  One young man laughed uproariously when he got his last assignment back; he explained to his friends, well within my earshot, that he hadn’t read the book and his 90% was “ridiculous.”  Other students talked at inappropriate times and looked amused when I waited with thin tolerance for them to stop.

So, regardless of the fact that everyone else clearly enjoyed the lesson and participated enthusiastically in making lists, discussing with partners and sharing with the class, I headed for the metro feeling that people, especially young people, suck.

I was heading downtown to buy a birthday present for my fiancé.  Downtown, and the trains downtown, are filled with people, and I didn’t like people today, but there was nothing to be done.  I managed to score an isolated corner seat, and this made me feel better.

A young man in a red Adidas track suit, white headphones dangling from his zirconia-studded ears, hair rigid with gel on top of his rhythmically bobbing head, slid into the seat opposite me.  He was CEGEP-student age – in fact, it was more than likely that he was coming from my school, and he was the last thing I wanted to see right now.

The solution?  One of the “TED talk” videos on my iPod.  I keep them for emergencies, for days when I have to be out in the world but want to be inside a cocoon.

I allowed myself to sink into Michael Shermer’s talk about how people are idiots.  I soon began to smile, and probably even laughed out loud.  When it came time to push my way out of the train, I barely registered the fact that people were cramming their way in without waiting for others to exit, something that usually makes me furious.

Ten minutes later, standing at the counter of the clinic where I planned to buy my fiancé a coupon for a therapeutic massage (because he also has days when the world is too much), I realized that I no longer had my purse.  Hiding inside my “TED talk” cocoon, far away from the real world, I had left my purse on the train.

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I ran back to the metro.  Standing by the turnstiles were three burly Montreal police officers: white, bald-headed, further thickened by their armoured vests and various deadly accoutrements.  They were consulting, and, as I approached, one said a businesslike “Ok, let’s go,” in the inflected way that the Québecois make “Ok, let’s go” a French expression.  They clearly had  somewhere to be, but when they saw me, they stopped and gave me their full attention.

“Yes?” the biggest one said.

Now, this is unusual.  The metro is outside an Anglophone college (not mine), so perhaps they were right to assume that I was an English speaker, but I was fully prepared to discuss the matter in French, and police officers I’ve dealt with in Montreal have been fairly adamant about doing so.  These men didn’t seem to be adamant about anything except making sure I was all right.

I explained the situation, and they outlined without delay what I needed to do: find someone who can let you into your house (my keys were gone), call to cancel your credit and bank cards, go to the nearest police station and file a report, then go to the lost and found at the central metro station tomorrow morning, because you never know.  Then they escorted me through the turnstiles so I could get back on the train (my metro pass was gone) and the biggest officer put a hand on my shoulder and said, “It could be worse.  It’s not the end of the world.  Good luck.”

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Thus followed three very unpleasant hours.  Our neighbour, who has copies of our keys, wasn’t home.  I walked a few blocks to the home of a friend who usually has our keys, but he couldn’t find them and then had a vague memory of returning them to my fiancé the last time he came to visit us.  I called a third friend, and she had our keys, but when I arrived at her door, I realized that I had forgotten to ask for her new door code, and so I couldn’t get into her building; finally, a nearby boutique let me use their phone to call her.  All in all, it was an hour before I could get into my house.

Then I called the credit card company and the bank, had a long discussion about whether I should put a stop on all cheques (my chequebook was in my bag – but no, the landlord has postdated cheques that would be blocked), and went around the corner to the police station, where I filed the requisite report but was told that there was little I could do about identity fraud if someone tried to use my passport or social insurance number for nefarious purposes.  And then I went home to wait for my fiancé.

Between the tasks that needed doing and the numbness that was probably due to shock, I managed to hold it together until he walked through the door.

He made me change out of my work clothes and lie down on the couch.  He covered me with a blanket and ordered us a pizza for dinner.  He headed out to the bank to get me some cash to carry with me the following day.  He made me watch some stupid show he hates on the Food Network instead of allowing me to persuade him to watch the hockey game.

And then the phone rang.  It was someone we had contacted about officiating at our wedding; she was calling to ask some questions and arrange for us to meet her.  We had quite a long conversation.  She was a British woman with a calm voice, and I found myself growing quieter and quieter as we spoke.  I’m getting married, I thought, and this nice lady is going to marry us.  As the police officer said, things could be much worse.

And when I hung up, I checked the dial tone, and it was beeping to indicate a message.

“Hello?  I am wondering if you know Miss Siobhan Curious.” The voice was young, and male, and hesitant, with an accent that sounded Middle Eastern.  “I am looking for this lady, because I found her bag on the metro.”

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When I called back, the young man’s mother answered the phone.  “Yes, yes!” she cried in French.  “It is my boy who called you, he found your bag!”  And she passed the phone to him.

“Hello?”  He was clearly a teenager; even his “hello” sounded like it didn’t know itself yet.

My thanks were effusive, maybe slightly hysterical.  When I was able to draw breath, I said, “I’m sorry.  What is your name, please?”

“Reza,” he said.

“Reza,” I said.  “Thank you so much.”

He asked if I could come to a metro station the next afternoon, so he could meet me on his way to school and give me my bag.  “Of course,” I said.  “How will I know you?”

“Well, I know how you look,” he said.

“Oh, of course you do, you have my ID cards!  I didn’t think of that.”

“Yes,” he said, “but I saw you on the train.  I sat across from you.  I saw you get up and leave your bag.”

And then I could see him clearly.  Red Adidas track suit.  Zirconias in his ears.  Dangling headphones.  Stiff, gelled hair.  The last person in the world I’d wanted to be looking at while I made my way downtown.

“Reza,” I said.  “Thank you.  You have made me very happy.”

Image by chidseyc

Evaluation Rubrics

I’ve been asked to sit on a panel in January to discuss evaluation.  One of the topics under discussion will be the use of rubrics to evaluate student work.  I’m curious about others’ experiences with using rubrics.

I have no idea how I’d manage without rubrics.  I sometimes decide to “give myself a break” by reducing feedback on less critical evaluations to general grades and comments in a few categories (usually content, organization, expression and formatting) instead of filling out a detailed rubric with criteria and subcriteria.  I usually regret it.  A table with checkboxes for each criterion and a space for comments is the easiest, most efficient and most mathematically neutral (which is not to say actually mathematically neutral, because evaluations never are, but as close as possible) way to give students some meaningful feedback and a numerical grade.

Each sub-criterion receives a grade between 1 and 5.

  • 5/5 = excellent!
  • 1/5 = WTF?
  • 0/5 = this essay shows no evidence that you were even aware that this criterion was being evaluated, despite the fact that you had this rubric in front of you while you were writing it.

Each category is then weighted according to its importance in that particular assignment.  Major essays in post-introductory courses are usually weighted more toward content, while a first version of an essay in a remedial intro course might emphasize grammar.

These rubrics are immensely helpful when students come to ask questions (as they are all required to at least once a semester in order to revise and resubmit), and when students challenge a grade.  Just this past week, a student came to me ready to burst into tears about an oral presentation grade.  I was able to say, “Ok, there are two different ways of looking at this.  The first is, ‘I’M UPSET!!’” (I wave my arms in the air and shake my fists.  The student laughs.)  ”The other is, ‘I don’t understand why I didn’t do well on this particular aspect that I got 2/5 on.’  Let’s try the second approach.”  So we talked it through, and in the end, she got it, and no adjustment to the grade was made, because frankly, the presentation, although a valiant attempt, was a structural mess.  She didn’t know what was meant by that, and now she seems to understand a bit better.

Teachers: Do you use rubrics to evaluate your students’ work?  How do you structure them?  Do they help you?  Do they help your students?

Students: Do your teachers use rubrics to evaluate your work?  What kind of rubric best helps you learn?

You will find some more thoughts on the use of rubrics here.

Image by Steve Woods

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