“But the dog ate my homework”

This Q&A was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond –

Question

Dear Jonas,

Invariably, on the day that an assignment is due, there is a queue of students with stories of why they couldn’t get their homework done on time. Naturally, this happens at the beginning of class when I am trying to get started. I have set my office and help hours according to the free time in their schedules on the days preceding homework deadlines. Clearly it is unfair to the students ready to start class to hold things up while I acknowledge each of their stories and try to make a decision on the spot and under pressure. Additionally, this ‘pregame show’ detracts from my train of thought as I’m preparing to teach. I listen to them, but don’t want them to assume because I hear them that this is permission to not hand in work that is due without a penalty being incurred. What do I do with these students without being dismissive or rude to them?

Signed: Bogged Down by the Pregame

Answer

Dear Bogged Down by the Pregame,

There seem to be two issues involved here. The first is students coming up at the start of class with questions, excuses and “stories”, and the other being the validity of excuses for not having done the homework on time.

For the start of class problem, one approach is to outline clearly your expectations of the students in the syllabus and in class. These expectations can include their class preparation, how and when you will be collecting homework, and how and when class will start and proceed. For example, you can state that homework is expected to be turned in at the beginning of class. If it is incomplete, you could have them attach a sheet explaining what is missing, what they tried, when and if they contacted you, and what they are planning to do to complete the assignment. As they start the line-up for explanations, remind them of the procedure listed on the syllabus and proceed with class. You can restate that you are interested in their individual concerns, but that it is unfair to the rest of the class to take up class time, and you are happy to talk at other times as noted in the syllabus.

You can also mention that it is appropriate at the beginning of class, once everyone is seated, to bring up concerns or issues that affect the whole class. I start class by asking if there are questions, concerns, problems or issues concerning the homework, material covered, due dates, etc. Often, good questions can arise, but if an issue particular to an individual is raised, I ask the student to meet with me after class. It is important to be consistent in your approach: if you always start class addressing questions and issues, the students will not feel the need to “bother” you before class starts, but will wait for the appropriate time. If you consistently remind them to write explanations and submit their work, and start class on time, the queuing will diminish.

The second issue is the excuses. In your expectations, you can outline how you expect homework to be done. Explain that you expect them to start the assignment early, plan for problems like computers crashing or disks not working and leave enough time for seeking help on tough portions. It is helpful for you to tell the students in advance what problems may be more difficult, and the approximate time the assignment might take. You can remind them of office and tutoring hours for seeking help. If possible, you can give interim tasks to be completed for the larger assignments, so the students do not leave the entire assignment until the last minute. Reminders of what is due are also helpful, along with reminders of expectations. Another approach is to state that you will be dropping one or two homework grades, creating an “excused” homework rather than an “excuse” homework. Everyone has a tough week, and such a policy allows for this.

Having a consistent approach outlined in your expectations, and adhering to it is not being rude, but fair. Sometimes being too “understanding” leads to inconsistency and can cause confusion for students as well as result in more problems.

Good luck,

Jonas

Quick Tip

On your syllabus and your expectations list, it is helpful to outline what students can expect from you, such as your being on time, returning work in a timely manner, answering questions, holding office hours and being prepared for class.

______

Browse the complete Index of Teaching Challenges – Chalk Talk