[ SECRET POST #2667 ]

[case]

⌈ Secret Post #2667 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

01.


__________________________________________________



02.


__________________________________________________



03.


__________________________________________________



04.


__________________________________________________



05.


__________________________________________________



06.


__________________________________________________



07.


__________________________________________________



08.


__________________________________________________



09.


__________________________________________________



10.


__________________________________________________



11.










Notes:

Secrets Left to Post: 02 pages, 041 secrets from Secret Submission Post #381.
Secrets Not Posted: [ 0 - broken links ], [ 0 - not!secrets ], [ 0 - not!fandom ], [ 0 - too big ], [ 0 - repeat ].
Current Secret Submissions Post: here.
Suggestions, comments, and concerns should go here.

Comments

Re: Non-fandom secrets!

[(Anonymous)]

I know we've settled my teaching status already but I want to reiterate that there are indeed problems in the education system that leave a lot of students (mostly those with less conventional learning styles) with less support than they need. This is the fault of their teachers in my opinion. A student can only do so much to teach themselves; some are better off than others in this way, but as a teacher I do my personal best to ensure that all my students are genuinely learning because it's important to me.

I've had a number of students with learning disabilities or other particular needs who did not easily absorb reading material, for a variety of reasons. I've had a few students who were dyslexic, one of which did not inform me of this at the start of class out of embarrassment and hope that they could get by in my class without reading the material. Perhaps that was a fault on their end for not informing me earlier but I was able to work it through with them. I've had other students - this is common with freshmen - who simply took on too much without realising far too late and didn't have the time to dedicate to my class. This is a problem that I can only do so much about, but it's clear to me that sometimes students who haven't done assignments are not merely lazy or careless, which is why I'm not in favour of shaming them in class.

Call on students all you like, I'm only saying I don't think the goal there should be to make your students feel bad. If anything the goal should be to test their knowledge. As I said above, if someone is struggling with an answer - no matter what you think the reason is - in my opinion it's better to move on than to grill them in front of the class.

Re: Non-fandom secrets!

[chardmonster]

As I said above, if someone is struggling with an answer - no matter what you think the reason is - in my opinion it's better to move on than to grill them in front of the class.

...or, you help guide them to that answer, which isn't grilling. It's important to find that good middle spot where you're challenging without insulting, and that takes experience.

As for the disability stuff--it stinks, but there's only so much we can do in a hardcore humanities field. If someone literally can't read the material--say, something from the 1860s--I can't really fix that. We're dealing with material that's challenging. Luckily my institution has a good office of disability services; it's very easy to arrange increased time or other accommodations for exams and get notetakers. I'd do my best to do that adhoc if I end up getting a job at a college that doesn't offer this.