As I looked out across the lecture theatre yesterday afternoon, I did wonder what had happened to the two-thirds of the class that weren’t there. The sun was shining outside, but still.
Following on from Amanda’s post, I wanted to think about why this happens and what we can do about it.
- It’s the timing. Oldest one in the book, this: “it’s too early/too late/the other side of campus from my other class/the only thing I’d be coming in for/etc.” It’s easy to mock this one, but you remember feeling the same way when you studied: some times just feel more difficult than others. And just because I like teaching at 9am on Monday doesn’t mean my students like it. In yesterday’s case, it wasn’t even the usual slot, because I’d had to move times to avoid a clash with research commitments.
- It’s the room. Provision varies across campuses, even the most well-endowed ones. Sometimes rooms aren’t what they should be for the task in hand.
- It’s the other commitments. Another classic: I’m aware that yesterday’s class came a couple of hours before a deadline for most of the group and I’m guessing that some people decided they needed to focus their energies on that. Going off and enjoying the sunshine falls in this category too.
- Personal issues. I’m also aware that several of my class have been in touch to give valid personal reasons for their absence, due to ill health and other personal issues. This is a standard environmental factor for all of us, but sometimes it can be more substantial than others.
- It’s the class. Sometimes it’s not them, it’s you. Your class might not be very exciting or relevant or well-designed or it might be redundant because of other stuff you do. If you take all the other causes above as par for the course, then you can’t ignore this.
1-4 All these things aren’t necessarily in your control, so you need to work with.around them as best you can. That means working with colleagues and your timetabling service to find time slots that make sense within the various constraints that exist. It means reporting faults with rooms promptly. It means coordinating assessment deadlines (that can be another post by itself). And it means ensuring students get appropriate and timely pastoral support.
Which leaves the class.
Think about how your class works, both in of itself and as part of a broader course. Is it offering something useful and something engaging? Note that these are two different things. Hopefully none of us teach stuff that isn’t useful – at least in our own minds – but the engagement aspect is more easily overlooked: there’s often an attitude that it doesn’t have to be engaging, because it’s important. Research methods is a good example of this: you have to do it, so it doesn’t matter how we do it.
If you’re aligning your teaching properly, then students will know what they’d doing at any given moment, and why they’re doing, and that they’ll be assessed on it. But if you’re flipping and/or providing powerpoints with all the key information on them (as I am in this present case) then are you undermining the need or desire to attend class?
This is one of the more tricky aspects of alignment, namely that you want to reinforce key elements, but then students take that as redundancy. If there is a solution, then it’s that we don’t tackle those key elements in the same way each time, but instead approach from another angle. Instead of just ploughing the same furrow again and again, you’re marking out criss-crossing tracks that join up into a mesh of knowledge and understanding (and mixed metaphors).
There’s more to be said on this, but I just wanted to get the ball rolling. If you have thoughts about this, then we always welcome comments and guest posts.