theletteraesc:

groovyphilis:

Man if I were teaching a uni class I’d actually be pretty down with participation marks because I’d want my students to at least think about the stuff I’m talking about/keep up with classwork/try to answer the questions I’m posing instead of just copying down every word I say but like

if it were me I’d also give them the marks for asking me questions after class/during consultation hours/through email because goddamn how many kids must have bright ideas or things to say but are nervous of speaking up in a classroom environment

or you know just the sort to slowly think about their questions and answers rather than snap a hand up instantly and start talking

I actually do that! It’s framed as extra credit, though, partly for students who just aren’t comfortable engaging, so they’re not penalized, and also because, with the size of some classes, if you had all your students emailing you stuff you would never get any work done. (Like, I have 30ish students in my class this term, and if I got 30 emails a day, or even every two days, and had to respond to each one, I would die.) For students who don’t like talking in front of everyone, they can also get points for researching a question that comes up in the course of discussion and giving it to me in the next class.

One of the things that has recently started to be a trend in US college teaching is setting aside time at the beginning or middle of class for a reflection or writing exercise that lets students get their thoughts in order for the next phase of discussion. I like it because it’s less talking for me and also it means the conversation doesn’t have to stop and start as everyone tries to think of what to say. So things proceed more organically. And more students talk, so there’s a pretty good range of voices contributing and not just the same five or six people who can talk off the top of their heads.

Different countries’ university systems are different (uh, obviously), but I think one thing that’s pretty common is that most places don’t really care how you teach or what your strategies are as long as you’re not clearly, you know, fucking up or breaking the law and it looks like your students are learning something.

aesc you rad as hell

1. cassiefisherdrake liked this
2. groovyphilia reblogged this from theletteraesc and added:

   aesc you rad as hell

3. otpblackholemagnetar said: Some of my college courses had class blogs that could count toward your participation grade, so that students who weren’t as comfortable speaking up quickly in class weren’t penalized for it.
4. helens78-cat liked this
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6. theletteraesc reblogged this from groovyphilia and added:

   I actually do that! It’s framed as extra credit, though, partly for students who just aren’t comfortable engaging, so...

7. somerdraws said: participation and communication marks are a huge thing at my uni. gotta say something every week to get a decent grade. it really makes you engage with the material, rather than just regurgitate it.