First, congrats on dismissing class like that. Not many have the guts to do it, and I'm proud that you did. :-)
Second, I have had the same problem. One of the classes I teach is a core requirement taught by 25+ people. It has gotten the reputation of being a "blow-off" class. But, I don't teach it that way. I expect them to work, and not many understand that.
If pop quizzes aren't working, perhaps more tests will (with bigger point values). Sometimes that gets them motivated. If not, pass out their grades-to-date. When some see on paper that they are failing, they may get the jolt they need.
I actually think dismissing class for a bunch of kids who aren't motivated is quite counter-productive. If they think that by not doing the work they don't have to go to class, and if they have not been convinced of the utility of the class or the correlation between the work and their grades, then dismissing class is like a reward.
I totally agree. It's so tempting sometimes to dismiss a class that just isn't prepared rather than deal with that frustration for the entire class period and try to drag them through an exercise or a discussion (and I've certainly dismissed classes in this situation before), but it doesn't help the overall situation. In the end, after being let go like that, they don't learn anything about the material, they aren't motivated to do the work for next time, and any hostility/resentment they feel toward you or the class is still there. What they have learned after being dismissed is that whining works. In fact, after dismissing a class in this situation, I always have a very vivid sense of just having lost a battle.
I had a teacher tell a bunch of my classmates who came unprepared and didn't pay attention during class (sometimes they spent the lecture talking to each other) that they didn't have to be there but that they were still responsible for handing in assignments on time and knowing the material for the exams. They left happy, thinking they had been given a gift, and showed up again to write the first test - I can only assume that their marks were very low, because they attended and behaved well for the rest of the course.
They seem to not understand that if they don't do the work that their grades will suffer
Is it possible to give them an interim grade now, based on their current bad form, and tell them "this is what you will get if you don't look sharp"?
If they still won't listen, you must make sure their grade DOES suffer - they'll understand then. As the old Scottish minister said from the pulpit: 'I see many sinners out there, who after the judgement will be wailing in hell and crying "But Lord, we didna ken!" And the Lord in his infinite mercy will look down on your torments, and he will say, "Well, ye ken noo..."'
I agree about progress reports. Some colleges have a way to report to the students' advisers. Mine has a mid-semester warning system. Sometimes that whips some of them into shape. The rest of the time, don't be shy about giving out F's. They're adults; at some point, they need to see that they earn what they get.
I had a similar problem once but it was more about attendance. I printed out little form letters that I filled in the students names and how many absences they have with a reminder about the university policy re: attendance. (Basically, you have 3 absences and just for your info you'll fail the class if you have 5, that sort of thing.) It fixed the problem right away.
Yikes. Second the progress reports. Second also the mini lecture on (1) how the reading and the writing are connected and (2) overall course expectations.
I've also found it useful, in remedial and 101 composition courses, to have a "warm up" writing exercise based on the readings EVERY DAY. I know that, especially if this is a class of true freshmen, that it seems frustrating to spend 10 or so minutes of silent writing, but it gives the ones who haven't read a chance to at least scan the text, and it gives the prepared minority a chance to really shine. Everyone will have something to say, and it tends to reinforce the writing/reading connection.
There's also the chance that you have a dead class, which will sometimes happen.
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Second, I have had the same problem. One of the classes I teach is a core requirement taught by 25+ people. It has gotten the reputation of being a "blow-off" class. But, I don't teach it that way. I expect them to work, and not many understand that.
If pop quizzes aren't working, perhaps more tests will (with bigger point values). Sometimes that gets them motivated. If not, pass out their grades-to-date. When some see on paper that they are failing, they may get the jolt they need.
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Is it possible to give them an interim grade now, based on their current bad form, and tell them "this is what you will get if you don't look sharp"?
If they still won't listen, you must make sure their grade DOES suffer - they'll understand then. As the old Scottish minister said from the pulpit: 'I see many sinners out there, who after the judgement will be wailing in hell and crying "But Lord, we didna ken!" And the Lord in his infinite mercy will look down on your torments, and he will say, "Well, ye ken noo..."'
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Second the progress reports.
Second also the mini lecture on (1) how the reading and the writing are connected and (2) overall course expectations.
I've also found it useful, in remedial and 101 composition courses, to have a "warm up" writing exercise based on the readings EVERY DAY. I know that, especially if this is a class of true freshmen, that it seems frustrating to spend 10 or so minutes of silent writing, but it gives the ones who haven't read a chance to at least scan the text, and it gives the prepared minority a chance to really shine. Everyone will have something to say, and it tends to reinforce the writing/reading connection.
There's also the chance that you have a dead class, which will sometimes happen.
Good luck to you.
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