This is our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions! This specific episode is, “Teaching the Underachiever!”
Underachiever: "someone (such as a student or athlete) who does not perform as well or work as hard as he or she can Underachiever." (n.d.). Retrieved June 18, 2014, from http://www.merriam-webster.com/dictionary/underachiever Why? A) Capable and unmotivated students. Or; B) Motivated and unskilled students. BEWARE: “The phenomenon known as “stereotype threat.” Members of groups believed to be academically inferior — African-American and Latino students enrolled in college, or female students in math and science courses — score much lower on tests when reminded beforehand of their race or gender. […] found that black students performed comparably with white students when told that the test they were taking was “a laboratory problem-solving task.” Black students scored much lower, however, when they were instructed that the test was meant to measure their intellectual ability. In effect, the prospect of social evaluation suppressed these students’ intelligence.” (http://www.nytimes.com/2012/10/07/opinion/sunday/intelligence-and-the-stereotype-threat.html?_r=0) What should you do? 1) Combat your [...] This episode is part of our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions! This specific episode is, “How to Handle Grade Disputes (I never got a ___ grade before)!”
In some cultures student grade disputes are rare, in some they are nonexistent and in some they are frequent. The educator is not able to control the social norms and cultural expectations of an entire locale. Other than an educator selecting where they will teach, they must accept the schema that is operational in that culture in regards to educators and disputing their renderings (e.g., grades). If an educator selects to teach in a locale where student grade disputes occur, they must accept that there is nothing that they will be able to do to prevent them. They are part of the cultural expectation. There are steps that the educator may take to be optimally prepared for them and to remove all anxiety or concern on their part. 1) You were a student. What were your worst memories of poor grading and feedback? Use those as models of what NOT to do. 2) Grading is sharing and showing your work. For example, I provide multiple modes of grading and feedback (voice notes, text detailed feedback regarding each aspect of the rubric elements and written embedded comments in substantive papers). 3) Consistently demonstrate and illustrate to your students your joy and passion for your work. NOTE: If you are teaching in an institution that has [...] This episode is part of our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions! This specific episode is, “Teaching the Overachiever!”
- Overachievers have their own internal standards and expectations for what is “good enough.” Sharing data with them regarding collective class performance will help assure the overachiever that they are performing “well enough.” They often do not understand how atypical their individual expectations are (relative to the average student performance) and are often worried that everyone else is “doing better” than they are. Any anonymous class data that helps them better understand the real life performance of their peers will be helpful for them. -They will usually self-identify (detailed questions, requests for clarification, sit at front of classroom, reach out prior to the start of class start with questions and concerns, etc.). -Educators must calibrate their interaction to ensure that they are “challenged” and are not bored. Supplemental content, are additional interaction are methods to keep them engaged. -They are fastidious regarding requirements and grading feedback. Educators must provide high quality and quantity feedback. -CAUTION: Some overachievers may be unrealistic regarding “perfection” and/ or may be self-critical. They need [...] This episode is part of our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions! This specific episode is, “What is “the right” college for my first online teaching job?”
Why are you planning to teach online? Is it because you have the thirst for teaching and online is the only method that will fit your schedule or other restrictions? If so, I would suggest that your first online teaching organization should be one that is free (that provides the opportunity to express your joy for teaching without specific restrictions or requirements that might be onerous). For example, University of the People is a tuition free option for students that provides volunteer faculty opportunities (http://uopeople.edu/groups/faqs). If you desire to teach online and have an honest desire to earn income and/ or to pursue full time teaching opportunities in the future, please be cognizant of the wide range of faculty pay and expectations per course at different types of institutions. Do not be afraid to [...] |
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