a: one who accepts and assists in spreading the doctrines of another
b: one of the twelve in the inner circle of Christ’s followers according to the Gospel accounts
c: a convinced adherent of a school or individual
Student’s see professors through a very narrow perspective; life experiences thus far. They can only compare you to their previous experiences, and they are at the mercy of their current situation. Their perspective influences how they interact with you ,and how they expect you to interact with them.
For instance, at the beginning of the semester I always have a few students that cannot understand why I won’t take late work. They fuss and complain, not getting them any closer to me accepting their late work. By the end of the semester, I don’t have any students kicking and screaming about late work because this is the new ‘norm’ in their perspective.
I think it is important for me to understand and consider why students behave the way they do. They behave this way because, at some point, this behavior got them what they wanted and it was reinforced. This brings me to my next reflection….
Recently, I had a student that sent me a text to landline message. This type of message occurs when the student decides to send a text message to my office phone rather than calling my office phone.
I was checking my voicemail one day this week and this is what it said in a robot computer voice…
“Hey Dr. McRee. This is (student’s name). I am sorry I missed class. I slept straight through my alarm. I was wondering what all I missed today.”
At first glance, this looks like the student is really trying to get the information from class. However….. After I emailed her back telling her to come to my office to go over what she missed, she did not come to my office. I plan to explain to her in detail that I appreciate her reaching out, but that her efforts were minimal. Technology cannot replace your personal work ethic and follow through.
Am I a bad professor for telling her this? Has no one ever told her this? A number of questions run through my head. I ask fellow professors and they agree that she could improve her professional interaction.
Which brings up another question… How do we as professors help shape our students in ways that are not grade related?
I was at an ETBU leadership workshop ( Breakfast with Fred ) earlier this semester and this was one of the proposed questions. So, I asked my students if they think that I help them develop in the ways listed below. These 10 items were published in a journal article as the “Top 10 Soft Skills Needed in Today’s Workplace”
- Interpersonal skills
- Positive attitude
- Teamwork skills
- Work ethic
I personally could only pick out three that I could actually attach a grade to the “soft skill”. BUT, to my surprise… My students justified how I was able to teach them all the 10 skills without always assigning a grade to each of them. We had an honest conversation and it was interesting to see their perspective. I was shocked and told them I was very flattered… I told them that many times I don’t feel like I am able to breakthrough with some of these skills because of the dynamics of grading in higher education. I ensured them that these skills are needed in the real world, but that sometimes I am unsure of how successful I am at implementing them in the classroom.
So, as I reflect back on the TEXT to LANDLINE situation, I can see clearly that this is an opportunity to disciple this student. Interactions such as these do not always lead to a quantified grade, but they do shape the future leaders & graduates of ETBU.
My goals moving forward are to change the perspective of my students early on. To consider where they are, understand why they are the way that they are, and provide support for them to get to the behavior they need. To take situations on a student-by-student basis, and see what they need from me to mature. It is important to disciple our students… even if it means giving them feedback in ways not related to their grades.