A Point of Conflict in College Psychology Professoring:
It seems
like college students are always trying to boost their grades and they often do
this by trying to talk the professor into giving them extra credit or being
more lenient on a current score. Of course the professor can’t be too liberal
with giving good grades or the class will not accurately reflect the effort and
learning that respective students put into the class. However, the professor
also wants to help his or her students achieve what they can in the class.
Topics of Invention in Professoring:
The
typical situation is that the student comes into a professor’s office and talks
to him/her one-on-one. Let’s say that the student did absolutely miserably on
the last test and is worried about losing a scholarship due to the failing
grade (just to up the stakes a little). The professor wants to help, but also
has to make the situation fair to other students.
“I did
notice that your test score was very low, much lower than I would expect given
your attendance and participation. I notice that you usually sit in the front
of class and, according to your grades, it seems like you always turn your
homework in on time and well done. I can’t give you any additional points since
that wouldn’t be fair to the rest of the class. However, I think I will offer
an optional extra credit assignment and allow students to write up a case study
analyzing the psychiatric condition of other students as they enter and exit the
testing center. Based on the length and quality of your reports I will offer appropriate points
of extra credit. How does that sound?”
Analysis:
 |
| Rebellious and rude students are less likely to win their professors' sympathy. Good thing I'm neither...right? |
When
professors are approached by students they have to use a variety of topics of
invention to seem both fair and just. Worthiness/Unworthiness
of the student is a big point because a professor won’t help a student who
doesn’t deserve the help. This is often based on past fact/future fact because the professor must account for how
the student has worked before and how they are likely to act in the future. The
Degree of help has to be decided
because the balance of fairness and Justice
must be maintained. Often the gradebook acts as a testimony of being both a
document and a witness against/for the student.
It almost seems that there's a bit of justice/injustice, as well- it ties into the worthiness/unworthiness a little. Is it just to give a student extra credit opportunities if they did (or didn't) do the work?
ReplyDeleteAn interesting outlook on what a teacher must do. I agree with both you and Casey; Justice/injustice as well as worthiness/unworthiness is required. To some level of extent as well the teacher has to present the information in such a way that will demonstrate that the decision that he will make will be in the students favor, or advantageous and not cause the student to feel as though he/she has a disadvantage. Although in a little different context then most deliberative speeches, there are some aspects that seem to transfer over.
ReplyDeleteI think you've done a great analysis. I would have a tough time being a professor, dealing with students and their varying arguments. I think it would be helpful to have certain assessments be objective, and others be subjective, like how Dr. Burton set up our midterm.
ReplyDelete