Tag Archives: venting

Potpourri of ventage.

Okay, so it’s, like, Week 4 of semester. Here are some things that are happening.

This guy comes to my class and spends the first 5 minutes ostentatiously unwrapping his textbook from the shrinkwrap it comes in at the bookstore. Then he picks the wrong volume, despite the kind attempts of the student sitting opposite him to show him that he’s looking at the wrong book. A couple days later he comes to see me about the essay that is due the following day. I mention that I couldn’t help but notice he hasn’t done any reading, and it is WEEK FOUR, and maybe he’s fallen a bit behind. Well, he’s busy with work, donchaknow. I suggest that maybe he cut his losses and drop, but he’s not willing to do that yet. He thinks he can catch up. Can I help him with his essay? Oh, sure, what the hell. What is he writing it on? He doesn’t know. He hasn’t done any reading. So, he wanders off, I bang my head on the desk, and then he fails to come to the next class, and doesn’t, therefore, hand in a paper.

The majority of students in my online class continue to suck the balls of the donkey. It’s WEEK FOUR, and one of them wanders up to me in class and lets me know he still hasn’t figured out how to log in to the courseware.

I make a tutorial that consists of a flickr slideshow of screenshots with writing on them (and you know my paint skills are top notch) to help the students who are having trouble with the courseware. I offer bonus marks for students who comment on the tutorial. There are at least a dozen students who don’t watch the tutorial, and who still need help with the courseware. I suggest that they watch the tutorial, but they can’t figure out how. Seriously. Clicking a link is WAY TOO TECHNICAL for these people.

I get tricked into sharing my tutorial with one of those slug-like beings from academic support  about whom I complained earlier. His response is to ask me how I made the screenshots, to which I reply, “by taking screenshots and writing on them using GIMP.” He responds by linking me to a program that can do what I already did. I CAN ALREADY DO IT. I DO NOT NEED YOUR PROGRAM. When I express this sentiment, he suggests that we meet to discuss it. I am tempted accept the invitation and meet with him carrying some kind of sharp implement, but manage to restrain myself.

I have a student who is worried she is failing and can I tell her her grade. It’s WEEK FOUR. Your first assignment isn’t even due until tomorrow. There is no grade yet.

I have a student who has been mad at me ever since she told me she was missing the first 2 weeks of class and I said that I thought that was a bad idea. She sends me emails complaining that I don’t do things like her other teachers do, and that she continues to be unhappy with my attitude and behaviour. I have offended her at least 3 times, apparently. Once by saying I think attendance is important; once because I didn’t comply with her request that I “stay after class to discuss my attitude and behaviour”; most recently because when I clarified for the whole class my expectations on participation, she got into an argument with me over email about whether a week from Thursday to Thursday includes a weekend. (Apparently, it doesn’t, and I am foolish to persist in my belief that it does.)

I have a student who wants to write her essay on internet crime, and stuff. I suggest that she needs to narrow her topic down, since “internet crime” is a bit too broad, and she writes back: “I just want to look at child porn.” I laugh for 3 days.