tag:blogger.com,1999:blog-7225155.post-1132025852202756482005-11-14T21:29:00.000-05:002005-11-14T22:37:32.276-05:00Last week, my frustration level reached a boiling point in my two pre-credit (developmental/basic) composition classes. Though I've taught such classes before, I had not taught at this particular school, and I have been discouraged by how difficult it has been to engage the students. Even with tried and true assignments and activities, I felt myself digging a hole of apathy on the part of the students and righteous anger on my part. I talked to other instructors, who echoed my sentiments about the students in this particular class, but none had any suggestions for change. <br /><br />Finally, after having two students complain (independently and unprovoked by me or the assignment) about their classmates' apathy and having an unusually unproductive workshop, I opted to go to an extreme and change the schedule for the rest of the semester to incorporate a new paper into the class. <br /><br />This final paper was where I felt like I needed to do something different. I thought about all of the writing assignments I have ever given and knew none would work: I have already given these students opportunities to write about various personally significant aspects of their lives, I've done the "you and your world" assignments to get them thinking about their place in the world, I did some traditional modes assignments, and I did fun, creative assignments. Students did them. Whatever. <br /><br />Instead, I wanted to light a little fire. Be a little controversial. See what would happen if I called them on my perception of their attitude. <br /><br />I printed out a copy of an article called <a href="http://hnn.us/articles/1019.html">"My Experience Teaching Apathetic Students at a School with Open Admissions"</a> by a history professor named Thomas Reeves. I don't agree with every point the man makes, but complete agreement isn't my goal. Because he describes behaviors I have come to associate with many of my students, I wanted to see how students would react to seeing these behaviors described--and condemned--in print. Then, for their final essay assignment, I would ask them to write a paper where they discuss the degree to which they agree with Reeves using a couple of sources and anecdotal evidence. Part of the paper would also entail discussing whether perceptions of student apathy matter and why.<br /><br />Today, I introduced the new schedule and assignment. I then read most of Reeves' article out loud and asked students to respond in writing to the article. It was an amazing day in class: both classes took off into discussions that went completely different directions. One class agreed completely with Reeves and heatedly discussed how they noticed such apathy in themselves. In fact, they had long recognized the problematic nature of what they felt were low expectations from others but did not want to say or do anything to change those situations--"Who wants to do more work?" one student said. My second class ran far and wide with their discussion, condemning Reeves, the education system, policy-makers, and American culture on many counts. When pressed with conflicting views and questions, these same students had difficulty seeing themselves as agents within these systems who could act in addition to being acted upon.<br /><br />I feel guilty saying that I feel overjoyed about the results; after all, this tactic is tantamount to passive-aggressive name-calling on my part. However, the students seemed to realize this. They knew I was unhappy with class last week, my unhappiness created tension, this article brought this tension and conflict into open discussion, and students reacted. Now, I'm hoping they'll be at least a little more engaged in the writing, as they seem to have something to gain, something to critique: how others interpret them. As much as I know I took liberties with my power over students by reading this article in class, I feel like it may be worth it in the end because perhaps, they will feel motivated to empower themselves through their writing . . . I don't know, though. In a way, I feel like I had to call students' identify into question--even label them negatively--to engage them, and I don't feel completely comfortable with that. I would very be interested in feedback of all kinds.macncheesehttp://www.blogger.com/profile/14207812861278881258noreply@blogger.com