Every semester, I have to have the it-isn’t-mathematically-possible-to-pass-this-course conversation with a student. And it usually happens during week ten or eleven of the semester when the student has gotten around to adding up his or her grades. Sometimes, the student has spent the past ten weeks skipping, texting, and making excuses for late work. In these cases the conversation is easy. I explain the math. I welcome the student to stay and continue to participate and receive my feedback. Typically, I never see the student in class again, and that kind of greeting I can expect when I see the student on campus depends on his or her level on self honesty.
Sometimes, the conversation is really, really hard. Sometimes, the student has attended class regularly, has worked hard (but not necessarily well) on assignments, has sought extra help from a tutor. Sometimes, these efforts don’t lead to success because the student is simply lacking the time or the background knowledge to handle the course material, even in my developmental courses.
In these cases, the news comes as no surprise. During our conversation, I usually learn that the student is in this class for the third or fourth time; she’s had to drop the class in the past because of her children’s needs or her work schedule. I welcome the student to stay and to continue to participate and receive my feedback. I remind her that she’s entitled to my guidance for the full fifteen weeks. This student usually thanks me for still being willing to give her my time even though she’s failing
Today, I had the really, really hard version of this conversation.
oh man buddy. Im sorry. I hate that conversation. If it’s any comfort, it would feel much better to me if I ever had to be on the student end if you were telling it to me.
Yes, I’ve been dealing with this lately too. What do you do when they haven’t asked what the state of their grade is, but you know they can’t pass? I have a few of those floating around…. the kind where they haven’t exactly been doing everything possible to pass, but they haven’t been gone for weeks on end either. Do I speak up and let them know? Or do I just surprise them with a NC on their report card?
Neither seems very fun…
Steph, I don’t usually initiate these conversations because some students read it as “she doesn’t like me.” Sometimes, if I think a few people need to be made aware of their grades, I make progress reports for the whole class that include points earned, points available, and number of absences. I make sure the reports include my office hours.
Also, if a student’s writing indicates that they have the skills to move onto the next class, I sometimes give a mercy C, even if the student is five or so points shy of passing the course.
And…trust me, the NC on the report card isn’t ever a surprise. They may be hopeful that you’ll pass them, in spite of them not having earned it, but I doubt they’re surprised.
Thanks Kris!
You’re right. They shouldn’t be surprised.
I’m going to give them all the chance to get their grades-to-date this week, for those that are curious. I suppose that’s all I can really do.
(I plan to spend the next few months reading some Potter! With the movie coming out this year, I want to read 1-6 back to back!!! I’m so excited!)