I do think that, in both cases, I tried to get the students to think how *they* might adapt and change so that they are more successful. What adaptation and change should occur in me?
I recommend that you go on doing the best that you can and DON'T let some of these people give you health
I have been reading TIPS for years and have always had the impression that most of you were conscientious teachers. On the "student goals", "poor motivation" issues, my advice is to not let your concern for them result in stress related illnesses. Some of them will still not be motivated, some
Back on Feb. 21st, I sent a post to TIPS relevant to this thread. Among
other things, I said the following:
One thing that has struck me this semester is that many of my students
seem to take little pride in their work in my courses. I began to
wonder
about what it is that causes us to take
: Student goals,
expectations
Louis_Schmier
wrote:
Well, a lot of students aren't like us as
we were or remember selectively
as we were. Are to penalize them for that omission or are we to help them
become the persons they are capable of becoming even if we have to leave
the comfort of what we
I want to add my additional pocket change (around 23 cents) to this
discussion. Haydee and Esther: I agree that as undergrads and grads, we
probably exhibited some of the same attitudes and behaviors as today's
students. I also agree that we probably exhibited more "manners," in the
sense
At 8:21 PM -0500 2/28/01, Louis_Schmier wrote:
On Wed, 28 Feb 2001, Paul Brandon wrote:
At 3:57 PM -0500 2/28/01, Louis_Schmier wrote:
I think the good teacher, like the good gardner, sees the spring
in the chill of winter.
And also makes liberal use of manure? ;-)
Beware the wily
I actually published a paper on this topic: Prohaska, V. (1994). "I know
I'll get an A": Confident overestimation of final course grades.
Teaching of Psychology, 21(3), 141-143. On the first day of classes,
before even seeing a syllabus, students were asked to estimate the grade
they thought
Hi Annette,
Yes, I'm sure it does depend on the course, whether it's a major
requirement, etc.
In my book, though, As are given for excellent work, which I'm not sure
must reach the
criterion of being "TRULY OUTSTANDING." I'd like to think that more than
4% of my
students are capable of
Hi Annette,
I meant to type this before hitting send, but I was momentarily distracted:
As much as the 1 in 25 striving for an A (if that is, in fact, how students
interpreted
the question), I was struck by the apparently high frequency of "pass the
course"
responses. Thus, even if I would
28, 2001 9:00 AM
To: Stephen W Tuholski; TIPS
Subject: Re: Student goals, expectations
Dear Tipsters:
I understand how this issue of low student aspirations frustrates us as
profs, but I can also remember fairly clearly (or, given the nature of
memory, I believe I remember clearly) my own attitude a
Hey - let's make it 10 cents. Perhaps the reason _why_ we made it to that
Doc. level school was because we did buy the book, speak in class, be
motivated, take classes because our advisors said to, etc. I remember going
to college and being shocked that 3 hours of studying for a test did not
Well, a lot of students aren't like us as we were or remember selectively
as we were. Are to penalize them for that omission or are we to help them
become the persons they are capable of becoming even if we have to leave
the comfort of what we are doing, adapt and change, and even if it takes a
ot; [EMAIL PROTECTED]
Subject: RE: Student goals, expectations
Date: Wed, 28 Feb 2001 15:02:58 -0500
Hey - let's make it 10 cents. Perhaps the reason _why_ we made it to that
Doc. level school was because we did buy the book, speak in class, be
motivated, take classes because our advisors said to, e
Louis_Schmier wrote:
Well, a lot of students aren't like us as we were
or remember selectively
as we were. Are to penalize them for that omission or are we
to help them
become the persons they are capable of becoming even if we have to
leave
the comfort of what we are doing, adapt and change,
At 3:57 PM -0500 2/28/01, Louis_Schmier wrote:
I think the good teacher, like the good gardner, sees the spring
in the chill of winter.
And also makes liberal use of manure? ;-)
Beware the wily metaphor.
* PAUL K. BRANDON [EMAIL PROTECTED] *
* Psychology Dept Minnesota
On Wed, 28 Feb 2001, Mike Scoles wrote:
OK, Louis (and anyone else), help me out here. What type of adaptation and
change should occur *within me* to deal with the following situations from
today:
To be honest, insufficent data. Can't give you long distance analysis.
Don't know you; don't
On Wed, 28 Feb 2001, Paul Brandon wrote:
At 3:57 PM -0500 2/28/01, Louis_Schmier wrote:
I think the good teacher, like the good gardner, sees the spring
in the chill of winter.
And also makes liberal use of manure? ;-)
Beware the wily metaphor.
You a coyote? :-)) To make the ground
This was probably not the exact wording used in the survey but, especially
if it is expected to be a difficult course, there may be a difference
between the grade you "hoped to earn" and the grade you "wanted".
Rick
Dr. Richard L. Froman
Psychology Department
John Brown University
Siloam
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