Re: [Phys-l] Who really failed?

["John Clement" <clement@hal-pc.org>]

> I agree - I have seen very few of my classes follow a classic Gaussian -
> mostly bi-modal or tri-modal. Each class has its own flavor - you sense it
> after only a few meetings. We all have to give grades but we have little
> training in how to grade.
This of course is precisely one of the problems.  Teachers, even pre-college
teachers, are not really given training in how to grade, or how to teach.
Pre-college teachers are given a lot of theory, but little hands on
experience.  Often they do have mentors or do student teaching, but that is
very much a hit or miss proposition.  Basically new teachers just do what
was done to them.  If MDs were subjected to similar training we might just
still be subjected to blood letting and leeches for most ailments.

I would probably not have given such a severe test right off the bat, but I
do remember classes where the first test average was in the 30% range.  We
squawked, but just put up with it.  Nowadays students squawk to "mother" and
expect her to fix it.  I think that being that severe in a non major course
is probably slightly misplaced, but as the professor noted, the second test
was much better.

In either case the administrator should have talked to the professor first,
and should have refused to talk to any students who have not gone to the
professor first.  The first questions should have been "Have you discussed
this with your professor?", and then after hearing "No" they should say
"Come back after having disussed it with her.".  I might even ask for
written confirmation of the discussion, to avoid possible lying.

As a new TA I had to attend a series of lectures given by a psychologist
about teaching.  They were not very useful, but he did have one point I well
remember.  He pointed out that you remember what is emphasized.  So leered
at us and said "I am going to ruin you for life".  Then after a pregnant
pause he said "Hippopatamus".  Well of course I remember it, just as the
students remembered the flaming rocket that flew across the lecture hall,
while completely forgetting the point of the demo.

On thing that stands out about the dispute is that the professor tried to
strongly make the point that she does not grade on curve.  That is a very
important thing to establish so that students do not think they are
competing with each other.  Of course one does adjust grading a bit so as to
prevent total disasters, but that is hidden.  So her initial disastrous test
may have been part of the strategy to establish this fact.  But she could
hardly then admit that she might give somewhat easier tests later.  And she
could not let the dean advertise this either.  The truism of classroom
control is to be hard initially, and then ease up.  Does it work?  Beats me!
I have no data to support it, just anecdotes by others.

I did not fail students in non-major physics courses unless the failed to
attend and turn in the work.  But they were small classes and the students
learned a lot.  We could have discussion rather than straight lectures.
They were also very courageous when to take a physics course.  Usually
non-science majors would opt for an "easy" biology course.  One student even
commented that after my course she now understood calculus.  Yes, I know the
plural of anecdote is not data, but it was gratifying, and may be a small
indicator of quality.

It is good to see that there are a few good administrators around who look
at the historical record of a teacher before flying off the handle.  However
Bob's dean should have asked the parent if their child had talked to the
professor first.  Actually deans should ask the parent to refer their child
to the professor first, and then the child should come to the dean as a last
resort.  College students should not allow HS behavior from their students.
I have gotten accounts from my son about very bad behavior of college
professors, but I do not contact them, as my son has to take the
responsibility.  I have heard of professors who take the telephone off the
hook, and leave town for 2 weeks after posting grades, because of the
current trend to abdicating responsibility.

John M. Clement
Houston, TX