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In your University do you have Students or Customers?
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In your University are you Teaching Students or Pleasing Customers?
Teaching Students
38%
 38%  [ 10 ]
Pleasing Customers
23%
 23%  [ 6 ]
Both
38%
 38%  [ 10 ]
Total Votes : 26

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Keepongoing



Joined: 13 Feb 2003
Location: Korea

PostPosted: Mon May 09, 2005 6:27 pm    Post subject: In your University do you have Students or Customers? Reply with quote

In your university setting are you teachng students or trying to please customers?

In Hagwons I think most would say that they are pleasing customers, if I am wrong please correct me.
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Intrepid



Joined: 13 May 2004
Location: Yongin

PostPosted: Mon May 09, 2005 8:10 pm    Post subject: Both Reply with quote

Voted both but they're two groups--the customers are the non-achievers, those to whom, regardless of their poor performance, lack of interest, non-attendance, etc., it is necessary to pass with a "C," if I'm being mean, or a "B" if I'm being only moderately nice.
This leaves the "student" group, those who come to class, participate, etc., little room to distinguish themselves in their group. Usually it's an "A" for moderate to good performance, and an "A+" for good to great.
My Uni told me not to fail anyone, not to give anyone a "D," even. They suggested I have students re-write plagiarized papers, or just give a "C" for plagiarism, no matter how blatant, because "A 'C' is a very bad mark on a student's record."

That, and giving students a "B" because they'd found a job, and therefore couldn't attend my class or do anything to earn credit for said class (too busy, they have jobs), has made me fairly disillusioned with Uni teaching in Korea.

But there are good students, of course, and one teaches to them.
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Hanson



Joined: 20 Oct 2004

PostPosted: Tue May 10, 2005 10:20 pm    Post subject: Reply with quote

Didn't vote, but here's my take. A lot of the teachers in Unis that I've worked with seem bound by the teacher evaluations. For management, it's the "be-all-and-end-all" of how a teacher performs. Therefore, the teaching gets skewed to receive good evaluations, which pretty much makes it a 'please the customer' type of situation.

I have the same instructions from my superiors as Intrepid; God forbid I'd fail a student (gasp!). The only way I can fail a student is if they are an "attendance failure", otherwise, it's a 'C' at worst.

Side note: a guy who used to teach where I work (the guy I replaced, actually) got canned for bad evals from his students. He apparently was a pretty darned good teacher, but he worked his students too hard and gave them homework (another gasp!). After 2 semesters of less than glowing evals, they fired him (or should I say 'didn't renew his contract'). What does that say about the quality of education at the uni level in Korea?
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the_beaver



Joined: 15 Jan 2003

PostPosted: Tue May 10, 2005 10:58 pm    Post subject: Reply with quote

Hanson wrote:
Side note: a guy who used to teach where I work (the guy I replaced, actually) got canned for bad evals from his students. He apparently was a pretty darned good teacher, but he worked his students too hard and gave them homework (another gasp!). After 2 semesters of less than glowing evals, they fired him (or should I say 'didn't renew his contract'). What does that say about the quality of education at the uni level in Korea?


We've talked about that guy before. I didn't know him but from what I've heard he wasn't much of a teacher. Working students hard and giving them homework is one thing, but homework that is not useful, or not perceived as useful, is going to garner resentment from the students.

I go a bit heavy on homework myself: my advanced speaking class has a total of 10 assignments this semester, my computer class around 14, my freshman English around 10 (okay, those ones are easy), and my writing students have 3 major essays. The students know why they do these assignments and they know what the assignments are intended to teach them.

The difference is in approach and presentation and if you don't approach and present properly (broadly, authoritatively as opposed to authoritarian), I don't think you can consider what you're doing to be effective.
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desultude



Joined: 15 Jan 2003
Location: Dangling my toes in the Persian Gulf

PostPosted: Wed May 11, 2005 2:55 am    Post subject: Reply with quote

I said both, because the reality is that there are too many universities for the declining number of students. Furthermore, as the number of students in a university declines, so does the enrollment in each department. Budgets and programs get trimmed, cut or consolidated. Departments fall into competition with each other to attract enrollment in majors. Its just reality.

So, as someone said, the good students will always want to learn, but the trick is to keep the mediocre ones enrolled in your department.

I am more concerned about the grading from a different perspective- I have to grade on a curve, with an absolute maximum number of possible A's and B's, and C's. I have good students in my department who will be getting lower grades than they deserve because the English majors migrate over to my department's composition and conversation classes because the students in their department are better. Rather than compete with the other English majors, they take our courses and get the few available A's. This seems patently unfair, but there is nothing we can do about it.

I have seen people not renewed at my university for a combination of bad evaluations and other reasons. I have seen forbearance exercised when an otherwise good teacher gets bad evaluations. I have also seen teachers who are real problems, but good evaluations, not get renewed. I have not seen anyone so far who has not been renewed who has not deserved it. Yet. Now, of course, if I am not renewed, I am sure that I will be outraged and scream unfair. I'm only human, after all. Wink
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Derrek



Joined: 15 Jan 2003

PostPosted: Wed May 11, 2005 5:50 am    Post subject: Reply with quote

Not enough students for too many Universities.

I've heard that one before, and am lost trying to understand why Korea went and made several local colleges (Like Kyungwon near here) into Universities a few years ago.

Anyone understand why?
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desultude



Joined: 15 Jan 2003
Location: Dangling my toes in the Persian Gulf

PostPosted: Wed May 11, 2005 6:00 am    Post subject: Reply with quote

Declining birth rates. Changing demographics. It's simple- there are less children today than twenty years ago. Seems pretty clear to me.
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Derrek



Joined: 15 Jan 2003

PostPosted: Wed May 11, 2005 6:04 am    Post subject: Reply with quote

But I was told these changes took place less than 4 years ago... not 20.
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hari seldon



Joined: 05 Dec 2004
Location: Incheon

PostPosted: Wed May 11, 2005 1:57 pm    Post subject: Reply with quote

[quote="the_beaver"]
Hanson wrote:
...I go a bit heavy on homework myself: my advanced speaking class has a total of 10 assignments this semester, my computer class around 14, my freshman English around 10 (okay, those ones are easy), and my writing students have 3 major essays. The students know why they do these assignments and they know what the assignments are intended to teach them.

The difference is in approach and presentation and if you don't approach and present properly (broadly, authoritatively as opposed to authoritarian), I don't think you can consider what you're doing to be effective.
That's interesting but how meaningful (or wildly inflated) is the final course grade you assign? What percentage of your students get Cs, Ds or fail??
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the_beaver



Joined: 15 Jan 2003

PostPosted: Wed May 11, 2005 2:22 pm    Post subject: Reply with quote

hari seldon wrote:
That's interesting but how meaningful (or wildly inflated) is the final course grade you assign? What percentage of your students get Cs, Ds or fail??


I have nothing but disdain for grades, particularly in language classes, so I'd be happy to give everybody an A, but the school has a grade curve policy and I think the breakdown is: 30% A, 40% B, 30% anything else -- I could be wrong about the breakdown but it's something like that.
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desultude



Joined: 15 Jan 2003
Location: Dangling my toes in the Persian Gulf

PostPosted: Wed May 11, 2005 2:30 pm    Post subject: Reply with quote

the_beaver wrote:
hari seldon wrote:
That's interesting but how meaningful (or wildly inflated) is the final course grade you assign? What percentage of your students get Cs, Ds or fail??


I have nothing but disdain for grades, particularly in language classes, so I'd be happy to give everybody an A, but the school has a grade curve policy and I think the breakdown is: 30% A, 40% B, 30% anything else -- I could be wrong about the breakdown but it's something like that.


That's the curve at my uni, also. I hate grades and grading.
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Hanson



Joined: 20 Oct 2004

PostPosted: Wed May 11, 2005 7:25 pm    Post subject: Reply with quote

Quote:
We've talked about that guy before. I didn't know him but from what I've heard he wasn't much of a teacher. Working students hard and giving them homework is one thing, but homework that is not useful, or not perceived as useful, is going to garner resentment from the students.


I'm not sure how accurate that is, Beav... From what I heard at my campus, the guy was alright, he worked his students hard, trying to actually teach them something (another gasp!), and he wouldn't dumb down his teaching out of principle. That got him the sack.

Put it this way: he might not have been the best teacher, but he was apparently better than a lot of the teachers who got renewed...

Let's be honest. We try to do what we feel is best for the students, we try to teach 'em as best we can, but in the end, without a major change in the way classes at the University level are managed and perceived in this country, it will remain the joke that it is. The students know what the score is. My students know that they can do ZERO work and still pass. My hands are tied. And if I want to change the expectations in my classes, I get bad evaluations and get the sack.

Some of my students (Sports & Dance majors) give me a stack of "excused absences" from their departments for 'competitions' or 'performances' or whatever (including the sacred 'MTs'), and end up missing 10 classes or more (I teach a maximum total - excluding holidays - of 28 classes a semester). AND, I can't fail them! The average for all Dance Majors (not just my class) at the last midterm exam was 39%!!!

It's a "pleasing the customer" situation, all the way! Can you tell I'm jaded, Beav?
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sid



Joined: 02 Feb 2003
Location: Berkshire, England

PostPosted: Wed May 11, 2005 7:50 pm    Post subject: Reply with quote

We have fairly generous limits of:

20-40% A
20-50% B
10-60% C,D,F

so it's not too difficult to give everyone more or less what they deserve.
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ajuma



Joined: 18 Feb 2003
Location: Anywere but Seoul!!

PostPosted: Thu May 12, 2005 7:02 am    Post subject: Reply with quote

When teaching at a uni, I think that you have to remember that most of the students you teach will NEVER use English again after they finish your class. I understand this and do my best to give them some basic "tools" that they can use if they ever have to use it, but I don't stress about the poor kids who have NO interest or talent. If they come to class, as a rule, they pass!
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Derrek



Joined: 15 Jan 2003

PostPosted: Thu May 12, 2005 7:17 am    Post subject: Reply with quote

ajuma wrote:
When teaching at a uni, I think that you have to remember that most of the students you teach will NEVER use English again after they finish your class. I understand this and do my best to give them some basic "tools" that they can use if they ever have to use it, but I don't stress about the poor kids who have NO interest or talent. If they come to class, as a rule, they pass!



This is not true.

They may end up on ublove Cool
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