Is there a correlation between the reading assignments and paper (or test/quiz) assignments? That is: is it clear to the students that this is the material they need to know to succeed in the class? For that matter, is it clear to them what the goals of this course are - what they should get out of it, why they should get X out of it? I'm guessing since it's English 101 it's probably one of those required courses that everyone has to do but no one really *wants* to. Do you have the flexibility to adapt things so that you could make the course materials apply more to their various fields? (IE, if you have a lot of engineers, maybe that's a problem.)
Also, you could try giving them a grade report *now* so they could see what their grades would be if they were done with the class now.
Have you talked to them about *why* they're not doing the work?
My course materials are pretty set, so I don't have a lot of flexibility there.
They have been repeatedly told how things apply (as in, how their grades are computed, how reading material matches up to and helps on paper assignments) as well as the course policies.
Yes, I've talked to them about why they're not doing it; they just don't care. You're right; they are required to take it, and some of them have told me this is the 3rd, 4th, and 5th time they've tried to take the course.
I'm thinking the grade report is a good idea, seeing as how at least 75% are currently failing.
If they do not see the value of the course, I would perhaps spend some time explaining it, and if possible, demonstrating it. I'm assuming that this is a composition course (I don't know what that number means in your system). I would bring in some examples of poorly-written writing, even if you have to create some. I would have the students read them, and evaluate them. Why were they so hard to read (everything from local errors to global ones, poorly-written sentences and paragraphs that have no clear idea). Spend time demonstrating to them that value of clear, effective writing. And when it comes to your assignments, clearly address (if you haven't...I don't know what you do) why that assignment matters, what the goals for that assignment are and how that assignment will directly help them improve their writing
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Thanks. Most of the things you've discussed I already do. Yes, it is a composition course. While I know teachers who assign busy work in this course, I don't, and I discuss with them why I'm assigning the work. I think they just don't care.
Well, they need to be made *very* aware of the fact that they are failing due to inability to do work. I would probably handle this by requiring them to do seat work every day, and basing their grades on that, until they get the picture. I would also consider mandatory meetings with each student or something. You could also teach just to the prepared students differently, if you think that would be feasible and/or motivating to the others.
Other than that, you aren't a performing monkey--if they choose to fail, they choose to fail. Your job is not to force them to be prepared, as annoying as a classful of stony, lazy faces is. And I know how it is.
In lower-level classes especially, a good motivator for students can be a "progress report": print out an Excel sheet or use the grading software your uni has and (while respecting privacy, of course) give a mid-semester (or maybe a quarter-semester) report on their grades.
To CYA, be sure to provide a rubric outlining your expectations, both for the course in general and for each assignment. I have a friend who heads the tutoring program at a large state university and she frequently has professor calling and jumping down the program's throat because the students can't write. The first question she responds with is, "Are you giving them a rubric?" They usually aren't.
I think outlining precisely what is expected, in writing, might be a good first step. Then try the grade reports? At any rate, at least providing them with this information will give you some firm ground to stand on when you get grilled at the end of the semester for flunking 75% of the class.
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
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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%.
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Also, you could try giving them a grade report *now* so they could see what their grades would be if they were done with the class now.
Have you talked to them about *why* they're not doing the work?
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They have been repeatedly told how things apply (as in, how their grades are computed, how reading material matches up to and helps on paper assignments) as well as the course policies.
Yes, I've talked to them about why they're not doing it; they just don't care. You're right; they are required to take it, and some of them have told me this is the 3rd, 4th, and 5th time they've tried to take the course.
I'm thinking the grade report is a good idea, seeing as how at least 75% are currently failing.
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Other than that, you aren't a performing monkey--if they choose to fail, they choose to fail. Your job is not to force them to be prepared, as annoying as a classful of stony, lazy faces is. And I know how it is.
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To CYA, be sure to provide a rubric outlining your expectations, both for the course in general and for each assignment. I have a friend who heads the tutoring program at a large state university and she frequently has professor calling and jumping down the program's throat because the students can't write. The first question she responds with is, "Are you giving them a rubric?" They usually aren't.
I think outlining precisely what is expected, in writing, might be a good first step. Then try the grade reports? At any rate, at least providing them with this information will give you some firm ground to stand on when you get grilled at the end of the semester for flunking 75% of the class.
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