"Can I just say, you can be a real ass."
I haven't been the best teacher this term. I've noticed that my energy and patience are much lower than usual. I respond less frequently to emails. I am finishing my grading more slowly, and have made a lot more mistakes in grading (and while teaching) than I am comfortable with. This hasn't sat well with me, as the term has wore on, but I haven't really dealt with it either.
The day I gave my first test in one of my classes, about three weeks ago now, I got a note from a student (which stated it was written on behalf of at least a couple of students). These students felt that I moved too quickly when teaching, and that I needed to give more time on the test I had them take. I considered their arguments (I feel that I often do move too quickly), but in that scenario there were extenuating circumstances.
Today, however, I was approached in back-to-back classes. In my math 65 course, a student told me about how he was struggling. He was a very frank, honest and mature person. He told me he thought I was a fine teacher and that if I taught anything but math he'd be "all about" my class, but that he needs more hand-holding and coddling in math (his words). I get this from students a lot. I think all teachers of entry-level math do. Students come in with such a fear of the subject, and a history of frustration, that we are both losing the battle before class starts.
He explained that he didn't find me approachable. That it took him a lot of nerve to talk to me after class. And that he didn't think he was the only one that felt that way. Okay.
A couple of weeks ago, in another class, a student did very poorly on her test. She talked to me after I returned the graded tests and asked if she could retake it. I asked her why she thought she would do better the next time, and she told me she met with a tutor (after the test) and understands things better now. I told her she could re-work the test, and if she did improve I'd give her a retake. She didn't improve. I think she felt that I was being dismissive of her (which, in all honesty, at that point I was). I asked her what she was in school for, and she wants to be an elementary school teacher.
About a week later I tried to talk with her again about her plans and her future. I was trying to get a read on the sort of help she needed, or if it was worth an investment of my time. (It's kind of hard to view someone as "worthy" of extra help, but it happens). She told me she was going to have to quit school after this term because of her baby that was coming soon.
Well, today in her class I gave a quiz. She finished last, and as she finished she said, to no one in particular, "Math takes me a while, but I'm not stupid at math." I had made no suggestion of impatience or frustration that I was aware of, so I said "Oh yeah, I understand." She followed with "Can I just say, you can be a real ass."
I wish I could say I was caught off guard.
"I apologize, that's not my intention. Can you help me? I don't want to be an ass to you or anyone else, so can you tell me what I did that made you feel that way?"
"When we had that conversation, you made me feel retarded."
"I'm sorry, I would never try to make you feel retarded, and I don't think you are retarded. Which conversation was it? Was it the one about the test?"
"No, the one after that."
I assume she is referring to the one I described above, where I was trying to determine if I should be helping her more. I've run it through my mind several times, and I thought I was being understanding and genuine and showing concern. Apparently I was not coming across that way.
In the span of about two hours, from two extremely different personalities and backgrounds, I had been told I was an unapproachable ass. Not the qualities of great teachers.
I have been less approachable this term. I am a bit more - how do I say this - myself this term than I normally let myself be in front of the class. It's not like I am trying to be less approachable, but I am not putting forth the effort that I used to to make it clear that I am happy to help people and take any question. Like I said, I haven't been the best teacher this term. So I guess these two students have confirmed what I have been feeling for a while.
But here's where I struggle: those tests that my students complained about? This class averages were 74% (good) and 80% (great!) - and I don't give easy tests. I have lots of students in all my classes that ask lots of questions. I crack jokes and they laugh, they crack jokes and I laugh. I am connecting with a strong majority of my students. That's a good thing. I used to work to connect with the others, and this term I am not. That's a problem.
The term is now half over. Five weeks down, five to go. I am going to work at being more energetic, approachable, and not-assy. I think I can do better.
I haven't been the best teacher this term. I've noticed that my energy and patience are much lower than usual. I respond less frequently to emails. I am finishing my grading more slowly, and have made a lot more mistakes in grading (and while teaching) than I am comfortable with. This hasn't sat well with me, as the term has wore on, but I haven't really dealt with it either.
The day I gave my first test in one of my classes, about three weeks ago now, I got a note from a student (which stated it was written on behalf of at least a couple of students). These students felt that I moved too quickly when teaching, and that I needed to give more time on the test I had them take. I considered their arguments (I feel that I often do move too quickly), but in that scenario there were extenuating circumstances.
Today, however, I was approached in back-to-back classes. In my math 65 course, a student told me about how he was struggling. He was a very frank, honest and mature person. He told me he thought I was a fine teacher and that if I taught anything but math he'd be "all about" my class, but that he needs more hand-holding and coddling in math (his words). I get this from students a lot. I think all teachers of entry-level math do. Students come in with such a fear of the subject, and a history of frustration, that we are both losing the battle before class starts.
He explained that he didn't find me approachable. That it took him a lot of nerve to talk to me after class. And that he didn't think he was the only one that felt that way. Okay.
A couple of weeks ago, in another class, a student did very poorly on her test. She talked to me after I returned the graded tests and asked if she could retake it. I asked her why she thought she would do better the next time, and she told me she met with a tutor (after the test) and understands things better now. I told her she could re-work the test, and if she did improve I'd give her a retake. She didn't improve. I think she felt that I was being dismissive of her (which, in all honesty, at that point I was). I asked her what she was in school for, and she wants to be an elementary school teacher.
About a week later I tried to talk with her again about her plans and her future. I was trying to get a read on the sort of help she needed, or if it was worth an investment of my time. (It's kind of hard to view someone as "worthy" of extra help, but it happens). She told me she was going to have to quit school after this term because of her baby that was coming soon.
Well, today in her class I gave a quiz. She finished last, and as she finished she said, to no one in particular, "Math takes me a while, but I'm not stupid at math." I had made no suggestion of impatience or frustration that I was aware of, so I said "Oh yeah, I understand." She followed with "Can I just say, you can be a real ass."
I wish I could say I was caught off guard.
"I apologize, that's not my intention. Can you help me? I don't want to be an ass to you or anyone else, so can you tell me what I did that made you feel that way?"
"When we had that conversation, you made me feel retarded."
"I'm sorry, I would never try to make you feel retarded, and I don't think you are retarded. Which conversation was it? Was it the one about the test?"
"No, the one after that."
I assume she is referring to the one I described above, where I was trying to determine if I should be helping her more. I've run it through my mind several times, and I thought I was being understanding and genuine and showing concern. Apparently I was not coming across that way.
In the span of about two hours, from two extremely different personalities and backgrounds, I had been told I was an unapproachable ass. Not the qualities of great teachers.
I have been less approachable this term. I am a bit more - how do I say this - myself this term than I normally let myself be in front of the class. It's not like I am trying to be less approachable, but I am not putting forth the effort that I used to to make it clear that I am happy to help people and take any question. Like I said, I haven't been the best teacher this term. So I guess these two students have confirmed what I have been feeling for a while.
But here's where I struggle: those tests that my students complained about? This class averages were 74% (good) and 80% (great!) - and I don't give easy tests. I have lots of students in all my classes that ask lots of questions. I crack jokes and they laugh, they crack jokes and I laugh. I am connecting with a strong majority of my students. That's a good thing. I used to work to connect with the others, and this term I am not. That's a problem.
The term is now half over. Five weeks down, five to go. I am going to work at being more energetic, approachable, and not-assy. I think I can do better.
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