I’ve written already that I need to work on accepting the strengths and limitations of each of my peer-driven learning classes. But this week has really tested my patience, my resolve, and my faith that this change in approach is really a good thing.
My…less-enthusiastic class has been struggling. Their first paper was due on Monday. I realized during the drafting process that one of the reasons this class hasn’t embraced the peer-driven concept is because they are insecure/unsure writers. The first day that they were supposed to have brought drafts to class for peer-review, only three did. And this was after I forced them to go to the library to do research for their paper. Instead of sending them away, I was able to quickly find an available computer lab and take them their to actually write their draft (those three who brought a draft did the peer-review work by themselves). Turns out, the majority of the students did in fact have a draft but were too afraid to let anyone read it. I was able to work with each of them through their various issues and they came away from the class with a bit more confidence and a workable draft (or at least a better sense of how to get there).
I am a little ashamed to admit that I was feeling pretty proud of myself after that class. I was able to help the students rather give the knee-jerk reaction of simply dismissing them and their apparent lack of motivation. Sometimes, a good teacher needs to discern what the students want or need, even in a peer-driven setting. And I also knew that the direction we had initially set in the class probably needed to change. On Monday, when the entire class was there to hand in their essays, I announced that on Wednesday we would re-evaluate how we approach the rest of the semester. Did we still want to all work on the same topic, or would individual groups like to work individual topics of their choice? Did we still want to do group work? Did we still want to do projects? Be here on Wednesday if you want a say in the direction of the second-half of the semester.
A little less than half the class bothered to show up. Now, I will give the less-than-half of the class that did show up credit. They came full of ideas and prepared to defend them. We sat down in a small circle and came up with a second-half plan (which closely resembles what the other class is doing right now). But, we are going to waste Monday’s class forming groups for the other students who weren’t there.
And then, today, when I was grading their papers, I came across one of the most blatant case of plagiarism of my career. The student found a conference presentation on poverty and education online. It was even a Word document, so all the student did was take the first few pages of the presentation, double-space it, and stick her name on the top. The language was so obviously beyond the student’s level, that it was the giveaway I needed. A simple Google search turned up the paper immediately.
I don’t know what to do. I make the course peer-driven, empower the students to make their own decisions about the direction of the education, and I still can’t get better than 45% attendance. I told the students that if they didn’t show up that others would make the decision for them. This saddens me, not just for the success of the class, but for the future of democracy; the students don’t seem to care if someone else decides their future for them. And, I know all of the reasons why students plagiarize, but thought that I had managed to remove all of them.
I don’t know what else to do but accept that some students aren’t motivated. Or that there are many, many factors that I can’t control. Then, why continue with peer-driven learning? Why put up with the stress and the added work if more than half the students don’t even care one way or the other what they learn or how?
Even writing that, I know why.
It’s just this week has been really, really hard. I’m still working on acceptance.