tag:blogger.com,1999:blog-2351780875810839713.post6204261090412793010..comments2013-02-08T04:17:32.526-05:00Comments on e's ponderings: So longehttp://www.blogger.com/profile/09267780684300310845noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-2351780875810839713.post-44075110454522968202008-03-22T10:28:00.000-05:002008-03-22T10:28:00.000-05:00That's one of my real problems. I think I have hig...That's one of my real problems. I think I have high expectations, both of myself and of my students. But when do you know that you've done everything you can? Especially in a class large like this it's easy to say "Look, it is your (student's) responsibility to do what you need to do in order to be successful, both in this class and in life." On the other hand, some of them are really young, and they don't actually know what it is that they need to do. Sometimes I think they just need to be let to deal with it, figure it out and then move on. But that usually means they'll fail at least the first time. And I don't know how I feel about letting them fail if there are things I can do to help them succeed. Few weeks ago I sat down and wrote about 50 emails to these kids. One went to everyone, several went to groups of people who were in similar situations (you missed 3 quizzes and 5 classes, you need to take this seriously,...), but majority went to individuals. Maybe 10 bothered to reply, and I really wonder how many of them read a word of it. Anyway, that wasn't a first time they've heard from me, but I started to feel like a nagging mother, so I think "That's it. It's up to them." I can't beg them to work, and I feel like I have been. <BR/>Jonathan sort of answered the next question,and I know there is not a clear cut answer, as there almost never is, but "How do I know where my responsibility stops and the student's start?" Maybe that's not the question that I want to ask, it may be "How do I know I have done everything I could to help them learn?" I've heard my students say this often: I don't even know what to ask. I empathize.ehttp://www.blogger.com/profile/09267780684300310845noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-62849223611310557562008-03-22T09:48:00.000-05:002008-03-22T09:48:00.000-05:00Thanks Jonathan.Thanks Jonathan.Jackiehttp://www.blogger.com/profile/16859831037023994373noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-48913657846986241102008-03-22T08:23:00.000-05:002008-03-22T08:23:00.000-05:00I know I cannot have each student ready for the ne...I know I cannot have each student ready for the next course. <BR/><BR/>But can I get each student to work? (no, but most of them). <BR/><BR/>Can I get each student to make progress? (most, not all) <BR/><BR/>And my favorite, even though it is painful: of those who work but are not ready for the next course, have they made progress? (usually, yes).<BR/><BR/>Many of these are the toughest young adult and adult students I could have. Some of them knew very little of mathematics when they finished high school, and have delayed several years before attacking the mandatory minimum courses. My expectations for myself have to be high, but reasonably so.<BR/><BR/>Jonathanjd2718http://jd2718.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-22367396048338619362008-03-22T01:15:00.000-05:002008-03-22T01:15:00.000-05:00This is part of what I'm struggling with. Modest, ...This is part of what I'm struggling with. Modest, yet real, expectations. I expect to have each student ready for the next course. Yet each student didn't enter this course "ready".Jackiehttp://www.blogger.com/profile/16859831037023994373noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-53626217885571568412008-03-21T22:11:00.000-05:002008-03-21T22:11:00.000-05:00My class (in preparation for "college algebra") is...My class (in preparation for "college algebra") is small - 25 on the books, about 20 each session. I know all the names. I cover little material, but cover it well, and with in-class practice time built in, where I can circulate and help.<BR/><BR/>Not all of them will be ready for the next course, but more than half of them will, and these are the most math-phobic students on campus.<BR/><BR/>Small class, modest (but real) expectations, these are key.<BR/><BR/>Jonathanjd2718http://jd2718.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-67109295444434246152008-03-21T20:44:00.000-05:002008-03-21T20:44:00.000-05:00Ah. Of course talking about this next math course ...Ah. Of course talking about this next math course has no bearing on the amount of effort they're putting in, does it?<BR/><BR/>Although having 150 students doesn't help. Heck I have one class of <I>ten</I> that I'm having trouble motivating. When I talked about their next math class, one student told me, "Then I just won't graduate, will I?"Jackiehttp://www.blogger.com/profile/16859831037023994373noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-37904402053497097492008-03-21T18:36:00.000-05:002008-03-21T18:36:00.000-05:00Jackie, Do whiskey barrels relate to class average...Jackie, <BR/><BR/>Do whiskey barrels relate to class average? <BR/><BR/>Sometimes I think they might. Maybe they wouldn't fight quite as hard any idea of actually using their intellectual powers to do mathematics. <BR/><BR/>And, yes, you are correct. None of these students are math majors. But, no, this is not the last math class they will take. Most of them have at least one more. This is probably algebra 2 and they will need to take precalc.ehttp://www.blogger.com/profile/09267780684300310845noreply@blogger.comtag:blogger.com,1999:blog-2351780875810839713.post-70069224591117949222008-03-21T17:45:00.000-05:002008-03-21T17:45:00.000-05:00Uhm, follow up on the random thought? Does it rela...Uhm, follow up on the random thought? Does it relate to improving the class average? :)<BR/><BR/>I'm assuming that the students in your Intermediate Algebra class are <I>not</I> math majors? Is this the last math class they will take? It may be they're just trying to get it over with. Not that I really understand the "What do I need to do to get a D?" attitude. Even though I see it every day.<BR/><BR/>As for the covering all of the material, I'm struggling with the same thing. How do I move on when they don't understand section 1? *sigh*Jackiehttp://www.blogger.com/profile/16859831037023994373noreply@blogger.com