"Flattening the Curve also means Lowering the Bar"
Thoughts? Are you dropping things from your class?
Second Guessing My Tech Policy . . .
Hi all, I'm looking for some thoughts from you regarding your tech policy and student attention. I've talked about this a bit in class before, but I don't have a tech policy. I began my semester with my students explaining the reason for that--I want them to be responsible for themselves, and I don't want to spend time policing them. I think to some extent that they get what they put in out of a class. This has worked okay for me so far. I know that students have laptops open and they're almost certainly looking at something not related to class while I'm talking. For some reason, this doesn't bother me quite as much as students who have their phones out and are clearly texting right on top of their desks, as I'm teaching the class. As I'm watching them do this, I'm just imagining the questions they're going to ask later about things I'm taking time to explain now. It's maddening. Today one of my most engaged students, who sits ba...
JJ,
ReplyDeleteI hadn't thought about how adjusting to online teaching and social distancing in general could be considered "lowering the bar." I think lowering the bar comes with a negative connotation that implies we are cutting things out on purpose. We've been a bit forced to make these adjustments within our classes, so I'm not sure saying we are "lowering the bar" is a fair assessment. Instead, I think we've shifted our priorities, which isn't necessarily a bad thing now that the needs of our students have changed with this transition. In my opinion, wellbeing should always come first, as it's impossible to be productive if you aren't taking care of yourself. This should apply to ourselves as well as our students.
Thank you for sharing this interesting post!
-Natalie
I like what you say here about lowering the bar Natalie. I think that in some ways, we could view it as actually raising the bar in some sense (at the very least from ourselves). As you said, the needs of our students have changed in this situation. It doesn't mean that we are changing our learning goals, just the way we accomplish them. In that sense then, we are raising the bar in certain areas where the bar had been really low before. Sure, we may be cutting things out, but that just allows students to get more out of what they are now able to focus on. Hence, it changes the scale of priorities.
DeleteI definitely know my priorities have changed (and they had too in order to deal with this situation)!
Cassia, I love your positive spin on it. I know a lot of us feel like we are lowing our standards and not doing enough, when in reality we are doing above and beyond what is expected of our station.
DeleteHi JJ,
ReplyDeleteI'd like to say that my bar stayed the same... but I feel like I have lowered the bar. The speed of my class has slowed, my policy on late-work is non-existent (kinda). I think that perhaps with more preparation, the bar could be the same, but I don't think we are there yet. I feel like our "lower bar" comes not from our own fault, choice, or lack of wanting a high bar - I believe that instead it stems from our lack of prior preparation. If we talk about the bar as "is my class being held to the same standards", then no...mine is not. The standards and grading measures I was using before are not appropriate for the current situation. I think that instead of saying I lowered the bar, I'd like to say that I changed which bar they were being held to.
As for I well being, I think that it is the most important thing. My class is themed around it! I've been trying to make sure my students are alright and in that perhaps I've neglected my own wellbeing. It's a balancing act for sure.
I feel the same as Sarah. My bar stayed the same. But I'm going through a lot. I am doing more than I had to if everything was in control. Actually, this is true for all of us, I think. I am doing more labor work than I used to be or I needed to do. However, I'm shifting my priorities, that's true but that doesn't mean I'm lowering my standards. As Sarah said, there are some issues where you can point that the bar is lowering but those are not my choice and those for sure are not in my hand. That's the academic decision. If I want to balance my standard just like before, probably I have to make my expectation level higher and become strict in terms of grading, which is not right.
DeleteHowever, questions can arise. Since I extended the due dates, I am giving them more flexibility, there's no attendance policy, and a lot more other opportunities have been offered to my students. If you look at these with open eyes, you may feel like I'm lowering my standard bars, but if you think about the current critical situation, their (students) lack of opportunities to access everything, you'll find these get balanced in some way.
I'm not lowering my bar rather I'm experiencing a new teaching environment along with my students.
However, I agree, wellbeing comes before productivity. That's why I'm trying hard and soul to ensure my student's well being. Moreover, I can expect something productive from them only then when their well being will be ensured. Finally, I'll chime with Sarah, I've neglected my own wellbeing to ensure theirs and keep the bar constant.
Thanks JJ for posting this interesting concern!
JJ,
ReplyDeleteI think most of us have “lowered the bar” in some way or another, as we’ve just all realized that online learning is not as conducive to learning as in-person (and this entire situation is not conducive to learning either). I’ve almost come to terms with the fact that this is just going to be our reality – what bothers me more than the idea of lowering the bar is the reasoning behind it. There are two reasons I’ve felt pressure to lower the bar – one for the initial reasons stated above, and secondly, the fear that if it remains the same, many of my students will not meet that bar (whether through the constraints of the situation or just a lack of effort) and fall to the wayside (and into failure). I inwardly rebel against the idea of lowering the amount of learning taking place when I know most of them are in situations where they’re fully capable if only they would keep themselves disciplined. Some of my students really do have things arising that have put them at a disadvantage (and if they communicate with me, I’m more than happy to make accommodations), but others—perhaps I’m far too cynical for my own or anyone’s good, but I feel a couple of them have taken advantage of the situation as an excuse. Am I allowing myself to be peer-pressured by my own students?
-Jessie
Hi, Jessie! While it's true that some are probably taking advantage of the situation, I think it's good to keep in mind that most of the students we have are freshmen. That means they certainly don't have the discipline that we have - remember, we've been in college for 4+ years at this point. At 18, I certainly spent way too much time binging anime and wrote papers that should have taken a me a week to write by binge-writing for 48 hours straight, lol. But, even if students are taking advantage because they don't have the self-discipline required for the course, I feel like the best thing we can do for them is just to be kind and understanding. As they said in the ye olden days, you can lead a horse to water, but you can't make them drink.
DeleteI think you bring up a great point, JJ.
ReplyDeleteYes, I have streamlined my class by taking out smaller assignments that do not specifically focus on the “big four” that they need to pass the course. I appreciated the email that circulated recently that made the distinction between an online class and remote learning. If my class was originally designed with the specific aim of meeting online, that would be one thing. But it wasn’t. It was meant to be an in-person, in-library, in-class, interactive experience.
So, in order to “triage” that original class model so that the ship doesn’t totally sink, I have decided to send one detailed group email that reads sort of like a newsletter each week that basically starts with a positive message/pep talk and ends with a short list of requirements for the week that are specifically redesigned with the end goal of crossing the finish line.
I agree with the others that these decisions are changing the bar at the very least, but I also feel that we may be raising a different type of bar by sending the message that we support them and care about their well-being. When/if they decide to return to us for the remainder of their education, my hope is they feel that they mattered during this challenging time. - Mary
JJ,
ReplyDeleteIf I'm honest, though I haven't cut any major assignments, I have lowered the bar for my students, as well as myself--and I think that's okay. It's funny how easily I've adapted to this idea of not meeting some certain "requirements" for online classes that others seem to be meeting, considering that for every in-person class I taught, I ended with feelings of insecurity that I wasn't teaching my students enough or giving them creative enough/significant enough activities. In an odd way, online teaching has helped me to gain more autonomy in terms of decisions for my classroom. I feel I have the freedom to do what I need to do to get my students through the rest of the semester.
For me, "lowering the bar" means many things. This week, it's meant skipping screen recorded lectures (I didn't really see a need for them at this time, anyway), and simply assigning my students journals and workshops. I know they have less work from me now than they would typically, as they typically have one assignment a day now, instead of having to participate in classroom activities and also completing an assignment. But honestly, I've had to let go of time requirements. I don't think it matters anymore if I "fill" a class period. It's important to me at this time to be understanding and adaptive with my students and myself. That means different things for all of us.
Shelbi
JJ,
ReplyDeleteHm. I’ve spent a lot of time reconsidering the objectives of my 104 course so I’m glad you posted this. I have decided to rid my course of the multimodal component, which was devastating but ultimately the right move. My class consists of lots of students who fear technology so they were excited about the opportunity to pursue something different. This is not to say that avoidance is the best option (I still have them making final blog posts!), but I knew this project would incite unnecessary stress that I would not be able to thwart effectively through email or presentation.
I decided to replace this assignment with a reflection/revision unit. Though initially I considered adding nothing in place of my multimedia project, I reflected again on my course objectives. Though I am okay with lessening the load, I do not necessarily see “lowering the bar” as appropriate. I get these times are tough, but this could be (and will be for most) students last experience with composition. Finishing strong is my goal and I think (I hope?) I provide my students with the support needed to do so.
I provide and promote extensions, penalty-free late work, we negotiate deadlines, etc. This seems to be working well. Additionally, I offered an extra credit assignment asking students essentially how they were doing and all were happy to hear that the final assignment had been swapped for something else... and happy to hear more from me (apparently professors aren’t communicating to their students and this is SUPER concerning!).
A few of my students are in particularly rocky circumstances and I work with them on more of an individual basis, but the rest are excited for the final opportunity to reflect on their “civic engagement” papers and progress and have been very open to a new schedule.
To end on a point that I hope makes sense, I lessen my standards (in terms of quantity) but I do not lower them (quality).
Great post!
-Kelli