I’ve described some of the trials already: a new course that didn’t work very well, an unsuccessful experiment with blogs, a number of unpleasant end-of-semester exchanges. More than a month after the end of classes, I’m still dealing with a challenge to one of my plagiarism rulings, and still awaiting a decision on what to do about a very rude email.
I’m also trying to work out a solution to a bigger problem, and the solution I like best is the one that probably reflects worst on me.
This semester I had an unusually high number of failures in one of my sections. Actually, “unusually high” is hedging it – eleven out of forty failed. For me, this is unheard of: I was consistently astonished by how weak the majority of the students in this section were, how resistant they were to following instructions, how unpleasant the atmosphere in the classroom was.
I interrogated myself about it. Yes, the course was more challenging than it should have been, but I’d made adjustments, and the other section of the same course was doing fine. (Four students in the other section had failed, three because they disappeared from the course and/or stopped handing in their work early on.) With only one or two exceptions, those who were making a good effort on all assignments were squeaking by. It just seemed that there were a lot of students who weren’t invested, weren’t skilled enough to skate through, and weren’t really getting along with each other or with me. The whole experience was nasty, and it was borne out in the course evaluations: while the other section was very positive, this section returned the worst evaluations I’ve ever received.
Generally speaking, once the semester is over, the grades are submitted, and some straggling complaints are dealt with, it’s time to move on. Out with the old! Learn from your mistakes! etc. However, there’s a wrench in this scenario.
This course is a requirement for a major. I’m currently the only teacher who teaches it. This means that all these students – as many as FIFTEEN REPEATERS, not including students who have failed the course in previous semesters – will end up back in my class next winter. This includes the student who has filed the plagiarism challenge, the author of the rude email, and the other students I mentioned in the post about requests for makeup work. It also includes other plagiarists, other students who got angry at me about something or other, other students who have ALREADY failed the course before, and all sorts of other problematic situations.
Perhaps you can imagine how I feel.
So here’s the question. My “good teacher” instinct is to say: Here’s a learning experience for you! What are you going to do with this mess? It will involve, obviously, a close examination of everything that went wrong with the course, and everything that I didn’t do to address issues as they came up. It will involve up-front discussions with all the failing students right at the beginning of the semester. It will involve careful “handling” of students who will be resentful and will believe that their failures are all my fault. What a challenge! What an opportunity for growth!
My “self-preservation” instinct is to ask someone else to teach this course next year.
I finished this semester exhausted and overwhelmed. In addition to the struggles outlined above, I’ve been juggling other work, home renovations, MEd studies and, less and less, attempts to work on my own writing. (As you may have noticed, my blog fell mostly by the wayside.) The idea of not only trying to fix this broken course but doing it in the face of a pile of students who are coming in with a grudge feels like way, way too much. What I really need is a sabbatical, but I can’t afford one. So maybe what I need is a sabbatical from this course.
This feels like a massive, cowardly cop-out. It’s also what I really, really want to do. Is there a way to justify it?
Image by Moi Cody