At that point, I write up "progress reports" for students. I break down what they're being graded on (attendance, participation, any papers/quizzes, etc., that they've taken) and hand them out. I am happy to show them the big fat Fs for participation and how that's driving their grade down. Usually that's enough to motivate them.
Of course, about 10% are just a lost cause. But it's the ones on the cusp I worry about.
Do you have a participation grade? If so, try to ram home how important it is that they come prepared.
I have also found that a VERY STERN lecture on the percentage of the class failing at any given moment is helpful. Exaggerate if need be. Tell them half of them are failing and freak them all out. Can you, at this late date, increase the worth of the quizzes? Did you leave yourself wiggle room in the syllabus?
Of course, I've also taught sections where there's simply nothing you can do. It's like you just get "lucky" and get a critical mass of unprepared and uncaring students. In which case, dole out the Fs and remember that you're doing this for the good students.
One last thing. A couple of times, I've thrown out all the students who didn't read and kept the ones that did. This way you're not punishing the prepared students, AND you get a better discussion. You could always try that. :)
Related to your point that some will be a lost cause, no matter what you do: I once had a professor tell me that 25% of any given class are hopeless or don't care, 25% will take care of themselves, and you just have to try to teach to that middle 50%.
Of course, about 10% are just a lost cause. But it's the ones on the cusp I worry about.
Do you have a participation grade? If so, try to ram home how important it is that they come prepared.
I have also found that a VERY STERN lecture on the percentage of the class failing at any given moment is helpful. Exaggerate if need be. Tell them half of them are failing and freak them all out. Can you, at this late date, increase the worth of the quizzes? Did you leave yourself wiggle room in the syllabus?
Of course, I've also taught sections where there's simply nothing you can do. It's like you just get "lucky" and get a critical mass of unprepared and uncaring students. In which case, dole out the Fs and remember that you're doing this for the good students.
One last thing. A couple of times, I've thrown out all the students who didn't read and kept the ones that did. This way you're not punishing the prepared students, AND you get a better discussion. You could always try that. :)
Reply
Reply
Reply
Leave a comment