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Hanson
Joined: 20 Oct 2004
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 Posted: Wed May 31, 2006 10:27 pm Post subject: |
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| Scott in Incheon wrote: |
What Woland wrote....
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| But with good criteria on a simple grade sheet which has room for me to take brief notes related to the criteria, I can remember all the presentations. |
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| In fact, it's because I can't remember all those presentations on my own that I argue for using a simple, limited set of grading criteria, put on a page that I can take notes on. |
what Lemonade quoted
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First you say this:
Woland wrote:
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| I can remember all the presentations. |
And then you go on to say this:
Quote:
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| I wouldn't claim perfection at all. In fact, it's because I can't remember all those presentations |
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You do see where you sent wrong, don't you Lemonade.... |
Good old 'selective quoting'. It's shameful that Lemonade sinks to such a level, and presumably thinks nobody will notice the distortion. And Lemonade gets angry at students for plagiarising? Not to mention teach at the university level? Hmmm... I wonder if this is how Lemonade teaches quoting from sources to students.  |
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Woland
Joined: 10 May 2006
Location: Seoul
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| Posted: Wed May 31, 2006 11:59 pm Post subject: |
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| Lemonade wrote: |
| When I've spent week after week, month after month, paper after paper etc. drilling it into these students' heads that they have to use quotes and cite their sources and then then come to me with a paper that is completely plagiarized.... they KNOW better. Yeah, it makes me angry. It makes me angry that Koreans are teaching Koreans that cheating, plagairizing and lying are alright so there's little or no punishment. It makes me even more angry that foreign teachers are out there trying to say this is "Korean culture" and they simply let it all slide. Yes, it makes me angry when people aren't taught right from wrong. It makes me sick to my stomach to hear a student admit to all this wrongdoing without an ounce of shame and ask if they can make up for it. My answer is always flat out "No, because you knew better." Their answer is always, "yes." There's no more challenge after that and the student is far more attentive in class. |
Wow, there is so much to say about this. And at the same time, so little. We can only change ourselves, not other people. I can only politely suggest, based on the amount of adversarial language used here, that your students may see their conversations with you differently than you do, and that it may be worth your while to explore what those differences are.
| Lemonade wrote: |
| When you work for a university in Korea it's common for the departments to set times for mid-term and final exams. As professors, we don't have much say so over the dates or times for those exams. |
This is true. But my experience is that while a time is designated, there isn't so much attention paid to what we do with that time, which gives us some flexibility. We can give a sit down test, arrange interviews, or simply have final projects that are due at that time. There are ways to limit the stressfulness of exam time for ourselves.
I will not address your mistaken assumption that Hanson knows nothing about teaching at universities here.
| Lemonade wrote: |
| Not that it's really any of you business, I have two solid pages of criteria set up for grading. I'm not looking for advice from you or anyone concerning how I grade. The OP is asking for advice. |
Okay, none offered. But the thread has a lot, and not just from me, if you ever change your mind.
Just out of curiosity, if you have a good set of criteria for grading, why not share them here, as this was the kind of thing the OP needed?
| Lemonade wrote: |
| Hanson, if you think teaching large classes full of immature Korean university students (who hate English and foreigners) is such a walk in the park, let me just tell you, I wouldn't wish some of my classes on my worst enemy. |
I know you weren't addressing me here, but... I have never expected my classes to be a walk in the park, at any level. Teaching is hard work, which is something I'm sure you know. But I also find consistently that it can be enjoyable work. And part of the enjoyment is my interaction with my students.
I worked for seven years in Turkey, a country which regularly produces very high scores for negative attitudes towards the US among the population. There are also strongly negative attitudes towards the growing importance of English, especially in education. And I heard all of this from my students. I never felt that my students held this against me or were resistant to what I was teaching. I don't know what you are doing in your classes. I think my students have appreciated that I don't feel obliged to try to change their minds; that I listen to their views, respect their arguments and only ask them to do the same for me; and that I separate what we are learning and how it is evaluated in class from any personal disagreements we might have in the world. I think being able to do this allowed my students and I to work together in class effectively. I think the situation is much the same here, and my experience of the students here is that they can separate their views on America from a person who happens to be American. I had fun teaching here before, and I'm enjoying it again. |
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