The Fine Line Between Hand Holding and Extra Assistance
Over the past few weeks I have been contemplating the limit (if there is one) of our responsibility as educators. Specifically how far can one go to help a student if they are in need of assistance, and when does the help delve into the realm of hand holding, which is not beneficial to the pedagogical process. It is a complex and complicated situation.
I have students in my classes who really need the extra help and there is no where for them to turn. They are mostly ESL students who don't have the time or the technology at their disposal to help their grammar and writing skills. I have taken to helping them in my "free" time (Notice the scare quotes around free, because as you all know, I have none of that, nor do I get paid for this). I do this because I genuinely care about their progression in the course and for them to be able to be better writers in the future. It is a skill that will serve them well both in the workplace as well as in society as a whole. And if someone has failed this course multiple times, extra help is surely required.
On the other hand I have students who ask for help out of genuine and admitted laziness. "What do we have to read for next week?" "What is this thing you are asking us to do?". All questions like these can be easily answered by the student reading. Now this is the crux of the problem. People don't read anymore. Not just students, teachers, administrative personnel, doctors. No one reads. There seems to be an unwritten rule that you must stop reading an email after the second sentence because anything after that is probably not important. When did we start applying CV and cover letter review standards to our list of communication best practices?
I don't have a problem helping my students when they really need the help, but I cannot condone holding their hand for things such as, finding out the reading of the week. However, there seems to be a wave of parental support for exactly that thing.
I read an article in the newspaper this week about a high school teacher in Philadelphia who was suspended for writing a blog where she called her students various names. Some argue she was just saying it like it is. Others say she has a duty to retain her professional standard even outside of the classroom. Calling students names does not solve anything. It does not get to the root of whatever disagreement that may be arising and it certainly does not help the student to improve their work.
Now high school is definitely different pedagogically than college and university. However, the same level of professionalism should be applied. There should be a sense of equality being fostered, an open and honest exchange of ideas, debates. This is one of the ways that an inclusive classroom is created. Within this construct there is equal responsibility on both instructor and student. If I am giving 100% I expect 100% back. Asking me what you need to read for the week is not giving me 100%, that is asking for an easy way out. I can not condone easy ways out, and I think you should expect more of yourself and of your education. We may disagree on concepts, ideas, but that is just fine, this is what post-secondary education gives us, the space to debate these ideas, the resources to educate ourselves about views that are opposed to ours.
As simple as it seems the answer to this problem is reading. All you need to do is read. It should be our responsibility to read. If you receive an email, read all of it before responding. I know we are in 24/7 busy hustle bustle life, but if someone took the time to write to you, you owe them the time to read and respond back to all questions and comments. This goes for everyone, not just teachers and students.
My concern is that more and more we are pushing for things to be online, to have more e-learning modules. These modules rest on the concept that the student will read all of the information posted. If they are not doing so now, in an era of mixed mode instruction, how are we supposed to expect them to do so in the future and in turn succeed in school when everything becomes digitized? Learning expectations will have to be adjusted if the current aversion to reading remains.
E-learning has not been properly researched and learning outcomes have not been properly defined. I also worry about accessibility issues. This is especially true of the majority of my students who do not have the time, the financial resources, nor the space to take advantage of e-learning modules or assistance. Done right, e-learning can be an extra aide, a tool to enhance learning within the educational space, such as the wonderful website that my friend Alana sent me the other day. See here
What we need to do first before we rush into an all electronic mode of education is to make sure our students have the skills to read and access all the information that will be available. Also we need to make sure as instructors and educators that the students that need extra assistance have the opportunity to receive that help. We must prioritize and insist that these students are given a voice and a say in what types of resources would best serve them.
If we do not instill reading practices, electronic modes of education will fall flat. Yes there is a fine line between hand holding and extra assistance, and I know as a teacher I strive to go over and above what is "required" of me. These requirements will be necessarily different depending on your particular classroom environment and students. Students are asking more and more of their teachers and educators. It is our responsibility to make informed decisions as to where to draw the line with these requests. Telling a student to "read the syllabus" may seem a bit harsh, but in the end you are ideally giving the student the skills to find the answers to some of their requests.
And isn't that what teaching is, giving the students the ability to apply their learning to many different situations? We hear more and more about the entitled generation and helicopter parenting ruining the educational system. I will be the first to state that yes, we are definitely not teaching our parents generation of students, nor are we teaching our own generation of students. But at the end of the day, if my students come out of my classroom having an awareness that they are indeed part of that so called "me" generation and they the can actually spell "entitled" then my work is done; it's all about the small victories really. We need to reassess what it is to give this generation critical thinking skills, because the concept of critical thinking has completely changed in our society. We need to go back to the drawing board (or the blackboard if you will) and think about ways to prevent "what are the readings for next week" questions and create a sense of independence in our students that is separate from the "you're an adult now" mantra.
The first step is to foster and rekindle a love of reading, by whatever means necessary. Say it with me people...I will completely read my email and respond to all the questions....I will completely read my email and respond to all the questions. I challenge you to lead by example!
I have students in my classes who really need the extra help and there is no where for them to turn. They are mostly ESL students who don't have the time or the technology at their disposal to help their grammar and writing skills. I have taken to helping them in my "free" time (Notice the scare quotes around free, because as you all know, I have none of that, nor do I get paid for this). I do this because I genuinely care about their progression in the course and for them to be able to be better writers in the future. It is a skill that will serve them well both in the workplace as well as in society as a whole. And if someone has failed this course multiple times, extra help is surely required.
On the other hand I have students who ask for help out of genuine and admitted laziness. "What do we have to read for next week?" "What is this thing you are asking us to do?". All questions like these can be easily answered by the student reading. Now this is the crux of the problem. People don't read anymore. Not just students, teachers, administrative personnel, doctors. No one reads. There seems to be an unwritten rule that you must stop reading an email after the second sentence because anything after that is probably not important. When did we start applying CV and cover letter review standards to our list of communication best practices?
I don't have a problem helping my students when they really need the help, but I cannot condone holding their hand for things such as, finding out the reading of the week. However, there seems to be a wave of parental support for exactly that thing.
I read an article in the newspaper this week about a high school teacher in Philadelphia who was suspended for writing a blog where she called her students various names. Some argue she was just saying it like it is. Others say she has a duty to retain her professional standard even outside of the classroom. Calling students names does not solve anything. It does not get to the root of whatever disagreement that may be arising and it certainly does not help the student to improve their work.
Now high school is definitely different pedagogically than college and university. However, the same level of professionalism should be applied. There should be a sense of equality being fostered, an open and honest exchange of ideas, debates. This is one of the ways that an inclusive classroom is created. Within this construct there is equal responsibility on both instructor and student. If I am giving 100% I expect 100% back. Asking me what you need to read for the week is not giving me 100%, that is asking for an easy way out. I can not condone easy ways out, and I think you should expect more of yourself and of your education. We may disagree on concepts, ideas, but that is just fine, this is what post-secondary education gives us, the space to debate these ideas, the resources to educate ourselves about views that are opposed to ours.
As simple as it seems the answer to this problem is reading. All you need to do is read. It should be our responsibility to read. If you receive an email, read all of it before responding. I know we are in 24/7 busy hustle bustle life, but if someone took the time to write to you, you owe them the time to read and respond back to all questions and comments. This goes for everyone, not just teachers and students.
My concern is that more and more we are pushing for things to be online, to have more e-learning modules. These modules rest on the concept that the student will read all of the information posted. If they are not doing so now, in an era of mixed mode instruction, how are we supposed to expect them to do so in the future and in turn succeed in school when everything becomes digitized? Learning expectations will have to be adjusted if the current aversion to reading remains.
E-learning has not been properly researched and learning outcomes have not been properly defined. I also worry about accessibility issues. This is especially true of the majority of my students who do not have the time, the financial resources, nor the space to take advantage of e-learning modules or assistance. Done right, e-learning can be an extra aide, a tool to enhance learning within the educational space, such as the wonderful website that my friend Alana sent me the other day. See here
What we need to do first before we rush into an all electronic mode of education is to make sure our students have the skills to read and access all the information that will be available. Also we need to make sure as instructors and educators that the students that need extra assistance have the opportunity to receive that help. We must prioritize and insist that these students are given a voice and a say in what types of resources would best serve them.
If we do not instill reading practices, electronic modes of education will fall flat. Yes there is a fine line between hand holding and extra assistance, and I know as a teacher I strive to go over and above what is "required" of me. These requirements will be necessarily different depending on your particular classroom environment and students. Students are asking more and more of their teachers and educators. It is our responsibility to make informed decisions as to where to draw the line with these requests. Telling a student to "read the syllabus" may seem a bit harsh, but in the end you are ideally giving the student the skills to find the answers to some of their requests.
And isn't that what teaching is, giving the students the ability to apply their learning to many different situations? We hear more and more about the entitled generation and helicopter parenting ruining the educational system. I will be the first to state that yes, we are definitely not teaching our parents generation of students, nor are we teaching our own generation of students. But at the end of the day, if my students come out of my classroom having an awareness that they are indeed part of that so called "me" generation and they the can actually spell "entitled" then my work is done; it's all about the small victories really. We need to reassess what it is to give this generation critical thinking skills, because the concept of critical thinking has completely changed in our society. We need to go back to the drawing board (or the blackboard if you will) and think about ways to prevent "what are the readings for next week" questions and create a sense of independence in our students that is separate from the "you're an adult now" mantra.
The first step is to foster and rekindle a love of reading, by whatever means necessary. Say it with me people...I will completely read my email and respond to all the questions....I will completely read my email and respond to all the questions. I challenge you to lead by example!
I think you should write more on your blog Ann. ;)
ReplyDeleteAmanda (nightmare)
LOL! Amanda, I will I promise, soonly!
ReplyDelete