I think I may have finally reached my “challenging” class.
The third quarter (grading period) ended last Friday. As the end of the quarter approached, several of the students had failing (or non-existent) grades for one or two tests, missing homework assignments, lab reports, etc. I didn’t give them the doomsday lecture about their grades; I simply made specific suggestions to the kids whose grades were in the worst shape that they should come in for extra help and re-take (or take for the first time) the tests that they were missing.
As the kids came in for extra help, I worked with them to get them ready for their re-tests, and gave them the re-tests. For the typical kid, this process generally involves 1-2 hours of intense reviewing, plus 1 hour to actually take the test.
The fact that I was there and available as much as they wanted meant that they had no excuse for not coming in and putting in the time and effort. Of course, because I had to split my time among a lot of kids who needed help with different things, the 1-2 hour review/re-teaching sessions stretched to 2-3 hours, but I managed to make it useful time for them, at least most of the time.
With a lot of these kids, this process drove home just how large a hole they had dug themselves into. Some of them did very well and ended up being happy with their grades. Others managed to get partway to the grade they wanted–close enough to see what it would take to get themselves there, but not close enough to actually be willing/able to fully do it.
Today in class, they were all attentive and cooperative–enough so that I wondered whether it was the same group of kids. I think at least some of them actually have managed to make the connection between goofing off during class and getting themselves far enough in the hole to be unable to fully recover–a situation they had probably never been in before. Over the next couple of weeks, I’ll see whether what I’m noticing is an actual shift in their mindset. For their sakes as well as mine, I’m hoping that it is.
