No Points Given for Lovely

I tried writing a post yesterday about our recent trip to Budapest, but it was dry as dust. I’ll take another swipe at it tomorrow. For now, I think I just need to post something.

Today was my first day back at work after almost a month of not being at work. How I got so much nothing done in those four weeks remains a mystery. Yes, we took a trip and had Christmas, et cetera, et cetera, but I didn’t get something big done. I’m amazed.

My agenda for my classes today was to give back the tests that the students had taken before the holiday. Then we had a little discussion, I laid out the plan for the next couple of months - including a few important dates - and then I gave them each a written assessment of how I think they are doing in class, what kind of student I think they are, and how they can improve.

I did it using my version of what I have come to understand as the Dutch way of giving feedback: painfully honest. I purposely waited until I had their smiling faces out of my mind for a while before writing said assessments. I wanted them to be a little harsh, and as much as they drive me nuts, I like my students and I am swayed when I look at them.

Even as I had the papers in my hands and I was explaining what was on the papers and how they should be read, I was having second thoughts. There are a couple of real numb skulls in my classes and while I didn’t write it like that, I let them know that I didn’t think they were trying and that they came across as less than interested in learning or improving.

Here are a few examples:

“Student is chatty and distractible, but he knows to stop talking when asked. He appears to be depending on his current knowledge of English and doesn’t seem to be putting any effort in studying. He follows the lessons on a superficial level. He does not understand where he is weak and where he needs some improvement.”

“Student talks a lot during class. She also talks loudly. She appears to have a deep longing for attention, so much so that she is willing to sacrifice her grade for more attention. Conversely, when she is quiet, she is completely ‘off’. She appears to have two speeds: high or off. She needs to find the middle.”

“Student is often distracting to those around her. While she has a great deal of natural ability, she rarely puts it to use, except when coming up with excuses as to why she is not putting her natural ability to use.”

“Student argues, talks and laughs through most classes. She is unapologetically loud and when called down, is only able to point at classmates who are also talking. She needs to take responsibility for her actions and learn to sit quietly. On a personal level she is lovely, but there are no points given for lovely.”

Most students thanked me or accepted my critique and left at the end of class with a cheery, “Good-bye, Mr. Baker” - not that last one. They get a lot of severe critiques at this school and mine were among the nicest. A few mentioned that it was good to hear an honest assessment from one of their “theory” (non-dance) teachers. Glad to oblige!

So that went well. They accepted it and they know where I stand in terms of their behavior. I hope it set a tone for the new semester. I gave a couple of them really bad behaivor grades in hopes of motivating them to get on the stick…or get off the stick, what ever I’m trying to say that means shut up. I like teaching. A student asked me today if I was going to be back next year. Having been in teachers meetings where students like her were discussed, I thought, The question is: are you?

I’ll be back if they’ll have me. I enjoy it.