by William Rittenberg
rittenbe@msu.edu
International TA Program
Michigan State University
1990#1 Students' Academic Preparation
#2 Students' Academic Preparation -- Study Habits
#3 Students' Academic Goals and Motivation
#4 Work and Family Pressures
#5 Conflicting Priorities
#6 Flunking Out
#7 Aggressive Competition for Grades
#8 Cooperation vs Competition in Small Group Work
#9 Student Criticizes Class Text
#10 Students Participate in Creating a Test
#11 Evaluation System Encourages Conflict
#12 "Fair" Grading Procedures
#13 "Fair" Examination Procedures
#14 Responsibility to Prevent Cheating
#15 Appropriate Social Distance
#16 Informal Classroom Etiquette
#17 Appropriate Hygiene
#18 Approachability of Teachers
#19 Teacher Criticism
ROLE PLAY #1: STUDENTS' ACADEMIC PREPARATION
BACKGROUND
MSU requires that all students must demonstrate competence in algebra and trigonometry in order to graduate. To satisfy this requirement, most students take Math 108. This is the university's largest class, with an enrollment of up to 5,000 or 6,000 students in Fall Term. Math 108 students attend large lectures of perhaps 500 students with faculty and small recitation sections of 30 students with TAs. The main activity in recitation section is solving homework problems.
The failure rate in Math 108 is high. It is not uncommon for more than 50% of the students to fail some tests. MSU freshmen are often shocked and surprised by the difficulty of the course, which is the source of much frustration and disappointment among undergraduates. This role play is about a freshman Math 108 student who is having such frustrations. The student has come to talk to her TA about failing the second midterm in the course.
SCENARIO
STUDENT You are very upset. You tell the TA you expected to do well in math, since you were a good student and got good math grades in high school without having to work too hard. Then you failed your first Math 108 midterm. But you worked VERY hard for the next test. Now after such hard work, you have just learned you failed the second test again even though you got the class average. You are angry. Something is very wrong if only 1/4 of the class passed the test. You can't understand how this could happen. You think the exam was unfair.
TA You say you sympathize with the student and know she worked hard. However, you say the test was fair. The professor had checked it and it was given to all sections of the class. Though some sections did poorly, others did much better. You tell the student that math in high school cannot be compared with a math class at a university since students are expected to work much harder there than they did in high school in order to pass.
COMMENT
New foreign TAs are often surprised that MSU students have such trouble with Math 108. The reason for their surprise may lie in the difference between educational systems. In TAs' home countries, where often only a small number of students go to university, students often get very intensive math instruction in high school. In some of these countries, Algebra and Trigonometry is offered in high school only; it is not even a college course. The students are expected to do many hours of math homework each week, and they would be able to pass Math 108 at the end of high school.
In the U.S., where a much larger spectrum of students goes to college, the standards of math instruction in high school are much lower. Students can get good math grades without working very hard. Then they come to university where the standards are higher and fail math in large numbers because their preparation is weak. This is a big shock to them. Even when they work very hard, they may fail. They don't know how to study mathematics yet.
ROLE PLAY #2: STUDENTS' ACADEMIC PREPARATION -- STUDY HABITS
BACKGROUND
You are a TA in a section of Introductory Sociology. 75% of the course grade is based on examinations and 25% is based on homework assignments. Each homework assignment requires the students to write a one page paper applying a key concept from class to analyze a common social situation. These assignments have several purposes -- to help the students understand concepts by applying them, to encourage the students to study the concepts before the test, and to give the students practice in writing. Your policy is to be very easy in grading the assignments. Everyone who turns them in gets full credit. You use the written tests as the main basis for ranking the students and assigning a final grade.
The role play concerns one of your freshman students, Nancy. You are concerned because she didn't hand in the first two assignments and also did poorly on the tests. So you call her in to your office hours.
SCENARIO
TA You tell Nancy that she seems interested in the class, but you're worried that she hasn't turned in two assignments and did poorly on the exam. You remind her that the assignments count 25% of the grade. You ask why she's not doing them.
NANCY You say you've never had assignments like this before in high school, and you didn't understand what the TA wanted. So you didn't do them. You say you didn't realize the assignments counted 25% of the grade and you ask "Is it too late to do them. Can I still get credit if I turn them in?"
TA You tell her yes, she can still get credit for the two assignments she missed if she does them. Doing them will help her prepare for the final exam. However, you say, the remaining assignments she'll have to turn on time to get credit. Then you say, "Let's go over the first two assignments. Tell me what you didn't understand about them, and maybe I can help you."
COMMENT
TAs may be surprised that MSU freshmen need guidance on how to do homework. This kind of surprise may stem from differences in educational systems. Whereas beginning students at universities in many countries may have learned to study by preparing for rigorous entrance examinations, MSU freshman may not have had to work hard to get admission into MSU. During high school, they may not have learned how to study or have become accustomed to doing and turning in homework. They may not be accustomed to meeting deadlines. Some types of college assignments may be unfamiliar to them.
ROLE PLAY #3: STUDENTS ACADEMIC GOALS AND MOTIVATIONBACKGROUND
Many MSU students start university with no idea of what career they want to pursue. MSU only permits students to enter a major in their Junior year. In their first two years they are required to take general education courses in math and writing, science, humanities, and social science, and also to begin selecting a major. They have hundreds of possible majors to choose from. Once they decide which one they want to pursue, they must satisfy all the prerequisits before they are accepted in it. It is common for students to change their major several times before graduating.
This role play concerns a beginning sophomore student from a small town in rural Michigan who thinks he wants to major in agricultural economics. He is taking a prerequisit course for this major -- Plant Physiology. The student is visiting the TA in office hours.
SCENARIO
STUDENT You come to get your midterm exam from the TA. You apologize for missing class yesterday when the midterm was returned; you explain your dorm floor was preparing for a special floor activity -- a skit -- and since you're one of the floor leaders you had to be there.
TA You tell the student he barely passed the test with a low "C". As you give him the test, he glances at it, but doesn't seem displeased. You also give him his last homework assignment. You say it was OK, but also pretty sloppy, with numerous illegible words and spelling mistakes. You try to encourage him, and tell him you think he could do much better in the classwork.
STUDENT (You like the TA, and confide in him.) Actually, what you want to do is have your own company and get rich, in some kind of food processing business. This is why you're thinking of majoring in Agricultural Economics. However, you say, as far as you're concerned, this particular course in Plant Physiology is useless, a big pile of B.S. You say Plant Physiology has nothing to do with starting your business. The only reason you're taking the class is because it's required in the major. "Really all I want is a "C" in the class to get into my major. The "C" on the test is fine with me, all I need."
COMMENT
New TAs may be shocked when they hear students express career goals like this -- the student wants to get rich in a business connected with agriculture but he does not think it is important for him to know anything about plants. It may seem shocking to hear young students say that important courses like math are useless.
In part the TAs' surprise at students' academic goals and attitudes result from differences between the US educational system and their own educational system at home. In order to enter university, students in many countries must concentrate on a particular area in high school and then pass university entrance exams in that area. If the student passes, then s/he is admitted to study in that major in the university. This type of system forces students to begin specializing early. By the time students reach university they have chosen a major area, know quite a bit about it, and are committed to studying it.
In the US and at MSU, however, the situation is quite different. University entrance requirements do not force students to specialize early. Instead of forcing them to narrow their focus, the educational system encourages them to do the opposite. The curriculum requires that they survey many different areas of knowledge and consider many possible choices, and then make up their mind what they want to chooose in their Junior year.
Given the number of choices they face, and the encouragement they receive to explore, it is not surprising that many MSU students' plans may be vague or unrealistic at first. University is a time when they must try to clarify their direction. Some succeed very well in doing this, and as they form more specific career goals, they tend to become more motivated students. Others, however, never clarify their goals, and this may interfere with their studies or eventually with their overall academic success and graduation.
ROLE PLAY #4: WORK AND FAMILY PRESSURES
BACKGROUND
You are a TA in Introductory Economics, a course which is a prerequisit for many majors and attracts some serious students. This role play concerns a student whom you do not know very well. The student attends class regularly, pays attention, but has never spoken in class or to you. You do remember that on your "Student Information Card", he did write that his father is an autoworker, currently unemployed. This suggests that the student is from a working class background and may be the first person in his family to go to college.
SCENARIO
STUDENT You tell the TA you've been so busy this term, you haven't been able to come to office hours. You say this subject is very important for you, you WANT to learn it. In general, you are a good student -- GPA 3.0. But you have two jobs, often work 30 hrs/week, sometimes at night. You are often so tired in the TA's 8:00am section, that "Nothing gets through. "I have to work to help my family and pay for my education. Also my fiancee's mother is very sick and that's been a big problem."
You feel you're falling further and further behind. Since the first test the material has become more and more complicated and makes less and less sense to you. You're really discouraged that you won't learn and you'll fail the course. You ask if you should drop the course, or take an incomplete, or change to a later section. You also ask if you could schedule special office hours that would squeeze into your work schedule.
TA You are sympathetic to the student's situation and offer to help him. You are willing to make a special appointment time to adjust to the student's schedule. You would even agree to meet at your office after dinner.
COMMENT
New TAs might not realize that many MSU students may have such financial, work, and family pressures that can severely hamper their ability to study. This again is a matter of cultural differences in educational systems.
In many countries, which educate only a small elite group in university, the external pressures on students are often much lighter than in the U.S. In China, for example, the state pays for all of a student's education. Students are prohibited from working and required to study full time. In addition, students are not permitted to marry. So they also do not have the pressure of responsibility for spouse and children than could interfere with their education. These favorable conditions contribute to the high graduation rate and academic success of Chinese university students. Almost all Chinese students who enter university will graduate.
In contrast, the educational system in the U.S. admits a huge portion of the population to university. But rather than pay for their education, the system makes the students or their families responsible for paying. Students from well-to-do families may have no problems paying. Poorer working class students, though, must work while going to school or go in debt to pay for their education. It is not uncommon for MSU students to work 20 or 30 hours per week while carrying a full academic load.
In addition, in the U.S. students may vary in age and are free to marry. So many have family responsibility that can also interfere with their education. Typically, only 60% of MSU freshmen will have graduated six years later. Most of the others will have failed or dropped out of university. The stress from working while studying and discharging family responsibilities contributes to the high failure and drop-out rate.
ROLE PLAY #5: CONFLICTING PRIORITIES
BACKGROUND
There are hundreds of student clubs on campus, including everything from career and major clubs, student government and residence hall government organizations, religious organizations, social fraternities and sororities, service organizations, political clubs, art and theater clubs, nationality clubs, sports leagues and clubs, and many others. MSU students often belong to and are active in several clubs at once. This role play concerns one of these socially active students who has come up to the TA after lecture to ask for special help.
SCENARIO
STUDENT The student asks to arrange a special time to meet "to go over some things". The student says the best time would be at 10:00 pm in the library. "That's usually when I get over there to study."
TA You're surprised at the request. You say in special cases, you might meet students at 6:00 or 6:30 pm, but you've never met at 10:00 pm. Ask if the student has time in the day.
STUDENT You insist on the late night meeting. You say homecoming weekend is coming up, and all the alumni in your fraternity are coming back to campus for the football game. The fraternity is busy preparing skits, parties, floats, and you are the officer in charge of all the preparations, so you do not have a moment of free time. Plus you have to practice for your water polo team in late afternoons (the pool hours for practice are restricted). So that leaves only nights for study, and you really need to see the TA for office hours before the mid term. The time needs to be at night.
TA You say you're sorry, you can be flexible but 10:00 pm is not normal TA working hours. You suggest the student should get someone to fill in for him in some of his activities so he's free for office hours sometime during the day. Then you can meet and would be happy to help.
COMMENT
Some TAs may be surprised that students would be so busy socially and put higher priority on their social life than their studies. In many countries higher education is a privilege. Only a few students may be admitted after passing very competitive exams and the state often pays for all of their education. In return for such a privilege and the government subsidy, the students are expected or required to study seriously.
In the U.S., on the other hand, most students do not look on university education as a privilege. Instead, they feel it is their right. Almost any determined person can go. Moreover, since they have to pay for it themselves they feel they can set their own priorities to decide how much importance to give to their studying as compared with other things. Some students will give higher priority to extra curricular activities and fun than study. Their strategy may be to invest the minimum amount of energy needed for study and use the rest of their time on outside activities.
ROLE PLAY #6: FLUNKING OUT
BACKGROUND
MSU requires that students maintain a 2.0 grade point average to be in good standing. Students whose GPA slips below 2.0 are put on probation and warned they will be recessed unless they raise their grade point back up to 2.0 within a set time.
This role play concerns a student whose grade point average is slipping below 2.0 and who is in danger of being put on probation and dismissed from MSU. He is appealing to his TA for help.
SCENARIO
STUDENT You get a "C" in the course and need a "B" to avoid being put on probation. Being put on probation means you will loose your financial aid and be forced to withdraw from school. This is a crisis for you and you are desperate. You worked hard and attended class regularly with this TA. You feel deeply and sincerely that it is unfair that one class should prevent you from continuing in school. You are visibly upset as you approach the Ta. You plan to plead with the TA to give you a "B," stressing the issue of fairness and emphasizing that the TA's decision will be your last chance to continue your education.
TA You are aware that everyone has a strong personal need to stay in school. You also know that the student did "C" work in your class and by objective standards deserves no higher grade. You point out that the student got a "C" in your class and has a grade point average below "C" because of poor work in other classes, not yours. Yet, you recognize that the student worked hard, you feel his desperation, and sympathize. You suggest that he might withdraw from school and work for a term or two to earn money to re-enroll.
COMMENT
In the US, it is quite easy to be admitted to a university, but it is much more difficult to graduate. TAs from overseas may not realize the uncertainty associated with university work for students. A sizeable number of MSU students flunk out before graduation (a recent survey showed only 60% of freshmen typically succeed in graduating 6 years later). Faced with a real possibility of failing, students will struggle in many ways to cope, including contesting their grade and pleading for exceptions and special treatment. like the student in this role play.
In many countries, on the other hand, it may be very difficult to be admitted to university. But those who are admitted are well prepared and well supported and chances are that they will graduate. In China, for instance, almost all students who enter university graduate. For example, one MSU TA from China said every student in his class graduated.
ROLE PLAY #7: AGGRESSIVE COMPETITION FOR GRADES
BACKGROUND
You are a TA in biochemistry lab. To take this course, students must first take a number of prerequisit science and math classes. The class includes many capable, motivated students, including several premedical students. In the U.S. admission to medical school is very competitive.
This role play concerns one of these premedical students who comes to see you about a recent test. He is smart and very persistent.
SCENARIO
STUDENT You tell the TA you got an 89% on the test, the 4th highest grade in the class. However, according to the answer sheet, you feel you deserve extra points on two questions. On the first problem (#11) you argue that although you got the wrong answer, your basic reasoning was sound, and you deserve partial credit. On the second problem (#20, a multiple choice question) you argue that the choices were ambiguous, and, though the answer sheet listed choice b) as correct, that seen from your viewpoint, your choice c) is equally correct.
TA You are willing to discuss the test with the student. Going over the test questions by question, however, you do not share your student's opinion.
FACILITATOR (interrupts after a period of time; indicates that ten minutes had passed in the meantime)
TA [Looks at his watch, exasperated] "This is impossible! We've discussed this for 10 minutes already, and we're nowhere near agreeing. The choice is not clear cut. I'm going to have to ask the professor to make an arbitrary decision, or we'll be here for ever.
COMMENT
Many new TAs might not expect or understand the competitiveness of students like this. In many of the TAs' home countries, competition during university is much less important than competition to get into university in determining career success. Large numbers of students try to get into university but often only a few are accepted. Those who succeed in entering are almost assured of graduating and getting some kind of socially desireable career. They don't especially need to compete with each other during university anymore.
On the other hand, for many American students the situation is the opposite. Getting into university is relatively easy, and large numbers are accepted; what is more difficult and uncertain is succeeding afterwards, and many students must compete more or less continuously for career success during university classes. They compete to maintain a high enough GPA not to flunk out; they compete to get into desireable majors; and they compete to perform well in their major so they have good career opportunities afterwards. One way they compete is by arguing about points on tests, and some students can be very aggressive in this competition. Every point on every quiz and test and assignment potentially can count for one's career. Cumulatively, a lot of small point increases over an entire undergraduate career could make the difference between this student getting into a desired medical school
ROLE PLAY #8: COOPERATION VS COMPETITION IN SMALL GROUP WORK
BACKGROUND
Group projects are a common feature of MSU classes. This is true in the Communication class which you are teaching. You have assigned students 3 small group projects which will count 40% of their final grade. One day you receive a visit from one of your better students, who plans to go to law school.
SCENARIO
STUDENT You tell the TA you want to change small groups for the next project. You say you did almost all the work on your group's first project; the other group members contributed little or nothing. You feel it is unfair that they should get credit for your work.
TA You say you recognize that group credit sometimes may be unfair. However, you and the professor believe that it is valuable for students from different backgrounds to work together on these projects. They can learn a great deal from each other. You point out that 60% of the grade is based on individual test scores rather than group work. In case of major discrepancies between the test scores and group score, the class policy is to base the final grade on the test score. You tell the student "As one of the better students I don't think you need to worry about your grade, since your superior knowledge will probably show up on test scores."
COMMENT
As mentioned in previous comments (Role Play #7), coming from a different educational system, many new TAs may be surprised by competitiveness of some MSU students. Reluctance to cooperate in group projects is another manifestation of such competitiveness. Here the student's drive to compete, excel, and get into law school interferes with the her willingness to cooperate in a group project where she can share her special background to help her fellow students.
TAs may also be surprised at how American students and teachers discuss class grading procedures. In this role play, both teacher and student assume that students have rights to ask for explanations and raise questions about the way teachers assign grades. In some countries, students would not dream to seek explanations of how professors assign grades; that's the professor's business, not the student's.
ROLE PLAY #9: STUDENT CRITICIZES CLASS TEXT
BACKGROUND
This role play concerns a TA who has been teaching a section of a course in his major subject. One of his weakest students comes to see him in office hours for the first time. The student has done poorly on the earlier tests and quizzes in the course.
SCENARIO
STUDENT You say you like the subject (it's "interesting") but you're having a lot of trouble with the course. You say the textbook is just terrible and you can't understand the way it's written. It's also much too expensive. "I shouldn't be required to pay for something this poor." You ask if the TA can recommend a better book that could help you prepare for the final exam.
TA You say you'll find the student another book. However, you caution, the exam will be based on the current text, so the student should study it, too. You invite the student to office hours ("Maybe I can help you with the things in the book that you don't understand.")
COMMENT
New TAs may be surprised at the extent to which MSU students may express criticism of a course or teaching directly to the teacher. Such direct criticism may not be considered appropriate in some countries.
The right to criticize authority without fear of punishment is an American pattern, however. Americans assume that ordinary citizens ought to have the right to criticize their officials and other authorities.
Such cultural values are extended into the sphere of education and to the teacher-student relationship, as well. American students assume that they have the right to criticize their teacher if the teacher is negligent in his/her responsibilities to the student. In this role play, even a very weak student had no hesitation in giving criticism to the TA. The student alluded to a common basis for such criticism -- "I'm paying for this, so I have a right to demand that it be valuable for me." Though student criticism may be unpleasant to TAs (especially when it is given in an impolite fashion or when it seems patently mistaken), TAs need to realize and accept that American students indeed feel they have this right.
ROLE PLAY #10: STUDENTS PARTICIPATE IN CREATING A TEST
BACKGROUND
In this scenario the TA and students talk about a forthcoming test.
SCENARIO
TA You remind the students that the midterm examination is next week. You say you will schedule a review session to help them prepare. You ask what would be a convenient time -- Wednesday? When a student says she works on Wednesdays you agree to schedule the test for Thursday.
STUDENT You ask if the test will be multiple choice.
TA You answer "Yes, it'll have multiple choice questions, and also 4 short answer questions."
STUDENT "Will we have a choice of which short answers we answer or will there only be four? A choice would be nice."
TA You say you don't know, you haven't written the test yet. But you'll take their requests into consideration.
COMMENT
This role play illustrates the students' expectation that within limits they have a right to participate in class decision making. Here the students participate in setting the time for the review session. More importantly, they take initiative to offer suggestions about the test format.
In some countries, it may be entirely inappropriate for students to even presume to influence the form of a test, or for the teacher to consider consulting with students about it.
In the U.S., however, students appreciate being consulted in decisions about the class, In general, the TA is in control, but it is considered legitimate for the TA to consult the students on a range of matters. This pattern in the classroom is an extention of fundamental American values, that citizens should have rights to participate in government and shape the decisions that affect their lives.
ROLE PLAY #11: EVALUATION SYSTEM ENCOURAGES CONFLICT
BACKGROUND
Like MSU many American universities operate on a "quarter system, " and each student takes several courses per quarter. Since each course typically has a final and one or more midterm exams, this academic schedule means that students will have several major examinations in each 11 week period. In addition to the frequent formal exams, MSU students are also evaluated and graded on a host of other work, such as quizzes, homework assignments and papers, class participation and lab reports.
This role play concerns a lower division math course in which the students are graded on a final and midterm (70% of grade), surprise quizzes and homework assignment (30% of grade, 15% each). Normally, students turn in their homework on Friday and the TA tries to grade and return it the following week.
This week has been very hectic and stressful. It is Thursday and you are meeting with your class. You have to announce the midterm next week. Unfortunately, you have gotten behind on your grading, and you have not returned the students' quiz and homework assignment from last week.
SCENARIO
STUDENTS As soon as the TA walks in the door you ask impatiently, when the TA will return the quiz and homework from last week. You know you have a midterm coming up next week and you want to get feedback on your work in time to study for the test. You say you worked hard on the homework and you had many questions about it. You say you feel it's the TA's obligation to return the homework and quizzes in a timely fashion.
TA You say you know about the midterm next week and that you are sorry for being late returning the homework. You've had exams this week yourself, plus your professor gave you an urgent extra job, and you've gotten behind. You say, I'll have everything graded by tomorrow morning and leave the papers in the box near your office. Actually you have finished grading "A through M," so those students could pick up their work after class today at your office if they like.
COMMENT
At first some new TAs may not appreciate the complexity of the American university grading system for student work, such as exists at MSU. Some may be surprised that MSU students are evaluated in such things as quizzes, homework, class participation, etc..
In some countries, university students do not constantly take tests and turn in graded assignments like students at MSU. The evaluation system is much simpler, consisting of a few major written and/or oral examinations occurring much less frequently than finals or midterms at MSU. Students may not be graded on homework or quizzes. Homework might be used as an aid to study rather than a basis for grading. Quizzes might also be used only for informal feedback to students. The idea of a grade for "class participation" may seem quite strange and may never be used.
To understand the behavior of their American students, the new TAs must remember that the students are constantly being evaluated in many different ways, and that each evaluation may influence the students' final grade in the course to a greater or lessor degree. The complexity and frequency of grading at MSU means that students have almost constant opportunity to be worried and to complain about grading. TAs who come from universities with simpler grading systems may not be accustomed to this.
ROLE PLAY #12: "FAIR" GRADING PROCEDURES
BACKGROUND
This is a Math 110 class. Last week you, the TA, announced the first midterm examination which was to cover the first two chapters. To that point the class assignments had not been difficult. Much of the work had been a review of algebra which all students had previously had in other courses.
The class has three sections, which were each tested on the same material. However, each section has a different TA who wrote a separate exam for the test. On the day of the test many students from all 3 sections mixed and discussed the test. Students of two sections found their test fair but students of section three, your section, found their test literally impossible to do.
When the tests were handed back, the majority of the students in your section failed -- their mean was 57/100; while the students from Sections 2 and 3 did quite well -- their mean 87/100. After class the students from all three sections compared their tests. Now it is the day after and you have to meet with your students, most of whom have failed the test.
SCENARIO
STUDENTS You complain to the TA that the test was unfair compared to the other sections and the material on the test had never been explained in class. You politely request that the TA drop the test grade and explain the test in class.
TA Though the students may have tried to be polite, you feel you are under attack. You refuse to drop the test and at first you also refuse to explain it. You say the answers are all on the answer sheet and the students should be able to understand it. If not, they can make an appointment to see you.
STUDENTS You become angered and demand that the TA review the test and offer a re-examination to substitute for it. You insist that it was unfair. You point out to the TA "Our test average was THIRTY percentage points below the other sections. Something must be wrong. We're not that stupid!" Also you repeat, "You tested us on these problems, but we never went over this other kind of problem in class before, and it wasn't covered in lecture. It's not fair to test us on something we haven't studied."
TA You finally agree to go over the test, but refuse again to drop the test or allow a re-examination.
FACILITATOR COMMENT This situation really happened. After the disagreement, many students dropped the section (it was still early in the term and possible to drop it) while others stuck it out with frustration. Difficulty between the TA and students continued, and the rest of the class did not go well.
COMMENT
New foreign TAs may not be prepared for this kind of open confrontation between students and their teacher. It is very important for the new TAs to realize that in the U.S. TAs and faculty are accountable to students for maintaining "fair examination procedure."
For American students university grades can be a critical factor in deciding whether they succeed or fail in competition with others to get a good career and enjoy "the good life." So most Americans will agree that it is important that grading procedures be fair. If students feel they have adequate evidence of unfairness, they will not hesitate to confront the TA, politely at first but angrily later, to insist that the unfairness be corrected. Independent of whether students have such rights in other countries, American students most definitely have this right.
Notice in this case that the students compared the tests of different sections and found the treatment grossly unequal. Such comparisons are a common ground for charges of unfairness. They are easy to make in MSU's many large classes with multiple sections.
Notice also that the students found they had not been properly informed in advance about the coverage of the test -- they charged that it covered types of problems they had not gone over in class and had not been told to study. This, too, is a common ground for charges of unfairness. The American ideal that the rules should be "fair" applies to all spheres of competition or confliect, be it grading or politics, games or sports.
The American idea about "fair procedure" seem to include that:
* relevant rules should be clearly stated
* they should be known in advance to all participants
* they should apply to all participants in the same way, and not systematically favor one person over another.ROLE PLAY #13: "FAIR" EXAMINATION PROCEDURES
BACKGROUND
This role play concerns a student who misunderstood information about a test and asks for a higher grade. The TA had announced the exam in advance and mentioned what it would cover.
SCENARIO
STUDENT You have received a low grade on the midterm and come to complain to the TA. You feel that the TA's explanation of the course work and exam coverage was not clear, and, as a result, that you studied for the wrong thing. Moreover, you worked very hard. You feel you always do better work than this on exams. You want the TA to compensate you for this unfair treatment by raising your grade.
TA You are sympathetic to the student but feel the grade you gave is justified. You feel your explanation of the exam was reasonable -- many students seemed to understand, judging from their satisfactory performance. Moreover, once an explanation of a test is given, you feel it is the student's responsibility to ask if anything seems unclear. You think it's unfortunate that the student misunderstood and did not clarify, but that's the student's problem, not yours. You try to say this politely without seeming unduly defensive or making the student angry.
COMMENT
The student's implicit argument is "Had I been properly informed about what the test would cover, I would have studied the right thing and performed just as well or better than the other students. My poor performance was not due to my inability to handle the material; it was due to my being unfairly misled about what the test would cover. I deserve compensation for this unfair treatment."
The TA here has to accept the student's right to raise the issue of fairness, even though it appears that the student's actual case is weak. Notice, that both the TA and student accept that a TA owes his students a clear explanation of what a test will cover. Where they differ is on whether the TA in fact explained the test coverage adequately in this case.
Bargaining about grades is another issue that is raised here. In many of the TAs' home countries, university students are already winners socially, and not as anxious about their future status as many American students. They, in general, have already passed the greatest hurdle for entry into a successful career in their society -- namely the extremely selective and rigorous university entrance examinations. Compared to MSU students, these students are also on average better prepared and will less often be in academic difficulty.
The relatively weaker academic preparation, the greater career insecurity and competitiveness among MSU students combine to produce a stronger motivation to actually initiate complaints. TAs and faculty, therefore, have to deal with more or less constant requests, complaints etc. about grades. New TAs from other countries may be surprised and not particularly pleased at this aspect of their role.
ROLE PLAY #14: RESPONSIBILITY TO PREVENT CHEATING
BACKGROUND
In this role play a faculty supervisor [played by the facilitator] has called his/her TA on the telephone to ask him/her about a complaint that a student has made to the supervisor about the TA. The professor has told the TA that the student claims that his/her most recent test was misgraded. The professor asks the TA bring all his/her records about the student and come meet at the professor's office.
SCENARIO
PROFESSOR "I'm sorry to have to use our time this way, but you know complaints do occur. Often they are groundless." You explain that the student has complained the TA is a poor teacher and, more important, that the TA misgraded the 2nd and 4th questions on his/her exam. The student said this mistake reduced his/her exam grade from a "C" to a "D". The professor shows the TA the exam.
TA You say you know the student well. S/he has been hostil toward you all term. S/he has been doing poorly [you show your grade book to the professor]. Also you say "Here is my zeroxed copy of his/her test. I always keep a copy."
PROFESSOR You compare the TA's copy of the test with the student's copy and notice that they are different. You say "It seems the student changed the test after you gave it back to him/her." To check this possibility, you say you'll give the students some problems like those s/he claims were misgraded and see whether s/he can do them.
Postscript The professor subsequently determines that the student is unable to do the problems; on this basis he infers the student has altered the test and retains the TA's grade of "D."
COMMENT
In a competitive university system, such as ours, some students will succeed and others will fail. It is inevitable that some students will try to cheat to avoid failure or get an advantage over others. The new TAs need to be aware of the possibility that cheating may be more of a problem in the MSU system than in some of their home universities.
In most of the TAs' home universities the average students are better prepared than the average MSU student. Their future career prospects are usually more secure, they tend to get into fewer academic difficulties. They may get more support and attention from faculty, and they usually have fewer opportunities to cheat, since the home university grading system is often simpler than that at MSU. All in all it seems they might have less reason and fewer opportunities to cheat, and so there might be less cheating.
ROLEPLAY #15: APPROPRIATE SOCIAL DISTANCE
BACKGROUND
In a large American university like MSU, most freshmen and soph-omore students see little of faculty and rarely get to know them per-sonally in the first two years. With TAs, however, it is different. Unlike faculty, many TAs do interact with their students on a regular basis in small groups. For many freshmen and sophomores the relation-ship with their TA may be the closest they have with any adult teacher. The fact that TAs will have a personal relationship with their students raises an important question: how close or distant should the relationship be?
This role play concerns a linguistics TA who has been teaching Portuguese to the same group of 20 students for almost a year. The class -- which has included lots of story telling, games, and other playful interaction as part of instruction -- has been a real pleasure for both the TA and students, and over time they have become friends. The TA first held a party for the students after a midterm, and then the students began inviting the TA to their parties. At some point, the class gave the TA the affectionate nickname "JoJo". By the middle of the year, the class had regularly begun celebrating the end of the week by going to a bar for "happy hour" on Friday afternoons. Several times at these Friday gatherings, the TA got a little intoxicated along with the students. Actually they would speak some Portuguese at the bar and would have a quite wonderful time together.
Now the time is Monday in late Spring term. It's the day of the last quiz before finals. The class had met at the bar the previous Friday and had had a great time. The TA particularly enjoyed himself. As it turns out there was a football game that weekend and many of the students haven't prepared for the quiz, so they try to divert the TA from giving it; all in the spirit of the fun from their many happy gatherings together.
SCENARIO
STUDENTS When TA enters with a big smile, you greet him in a friendly, joking and familiar manner "Hey big JoJo, how about that happy time Friday. Boy it took me all of Saturday to recover. What a blast!"
TA The students' friendly welcome encourages you to continue the fun from the bar "Yeah it was great. As they say in Portuguese, 'If you irrigate the plants, then they're sure to grow.' We sure grew a bit on Friday, didn't we. I must say I didn't get a whole lot done on Saturday either."
STUDENTS Tell TA that they are planning an end of the term party, and that they we want to invite him. "We'll have a punch, decorations, Latin music, lots of food, and we're making up a skit in Portuguese. You'll never guess who's going to be the main character - - YOU!!!"
TA Oh, No! Me! Maybe I shouldn't come.
STUDENTS You have to come JoJo. We'll never talk to you again if you don't!
FACILITATOR stops the action and says as an aside. "The students and the TA continue their playful, enjoyable talk, none of it in Portuguese, about the coming party and their good times. Then the TA looks at his watch."
TA Hey!! Weren't we supposed to have a quiz today, half the hour is gone!
STUDENTS Let's have it tomorrow.
COMMENT
This scenario dramatizes a real story, told by an MSU student. In the student's judgment, and the judgment of others, this TA allowed him-self to become TOO friendly with his students. The friendship developed to the point where the students manipulated it to avoid studying. Also, in this situation the TA might easily have been tempted to develop a romance with one of his current female student, which is contrary to university policy.
The question is how friendly should a TA become with his/her students. In some countries teachers are expected to be distant and formal with students, to relate to them in and out of the classroom only in a serious and professional way. Here in the U.S. too much social distance may not be good. MSU students like friendly instructors, and friendliness can make a major contribution to the effectiveness of instruction. The problem is, how to be friendly while maintaining one's professional authority as a teacher. This is a challenge in many US authority relationships, for instance, where Americans like the boss to be an ordinary, regular guy while still retaining and exercising his/her power and authority as the boss.
ROLEPLAY #16: INFORMAL CLASSROOM ETIQUETTE
BACKGROUND
Whenever a group of people come together on a regular basis for routine work, they will develop a standard etiquette for their interaction -- what behavior, dresss, talk is considered acceptable and/or respectful for the setting and what is not. Different groups or countries may perform exactly the same kind of work, such as university instruction, but do so following very different etiquette.
This role play illustrates the etiquette of entering and leaving class at MSU. This particular class is scheduled to meet from 8:10-9:00 a.m. Monday through Friday. On this day the TA is just a tiny bit late -- he comes in at 8:12 a.m. Several students have arrived a bit before him, which is normal.
SCENARIO
Before TA Arrives
Student 1 has his head on his desk and is sleeping
Student 2 is slouched in his chair, reading a newspaper and drinking a can of pop
TA Arrives.
Enters and greets class ["Hello everybody"], not too loudly, neither friendly or unfriendly, businesslike, and begins to tell what the class will be about "Yesterday we ... today we will".
Hearing the "Hello", Student 1 whose head is on desk, slowly rises up and comes to relaxed, not very alert attention. Looks in direction of TA but not at TA. Student 2 who is reading the paper just moves ever so little when the TA says "Hello" and keeps reading without changing posture.
Facilitator interrupts the action to announce that time has passed. Says "It is now 8:55 a.m., 4 minutes before the end of class."
The TA begins his conclusion "So what can we conclude from today's class, you can see that ..."
Student 2 with pop and newspaper prepares to leave [The newspaper is now next to chair, his book and note pad are on the desk]. The student takes a leisurely look at his watch, begins to collect his book, note pad, bookbag. Gets up and leaves before the TA finishes his conclusion, leaving the can of pop on his desk and the newspaper on his chair. The departure isn't very noisy but it also isn't apologetic. The student simply stands quietly and walks out.
COMMENT
It is often remarked that U.S. university classroom etiquette is informal, and this is certainly true at MSU, where students may eat, read, slouch, chat quietly, even sleep in class, arrive late, leave early, give minimal greeting or acknowledgement of teacher's presence, wear old clothes or very expensive and provocative clothes, and so on.
In some countries, university students are expected to wear a formally prescribed uniform and to maintain very strict formal classroom behavior on all occasions in the teacher's presence.
MSU students' informal behavior in the presence of their teachers is an expression of the American democratic ethos. Americans find it unseemly to bow and scrape in the presence of authorities whether it be the highest elected government officials or teachers or others. They are much more comfortable with informal etiquette, which is more consistent with their underlying feeling that authorities ought to be accountable to the people.
There is a danger that TAs from countries with highly formal behavior toward teachers may interpret MSU students informal classroom behavior as an expression of personal disrespect toward them. Most often this is not the case. While in some contexts students' informal behavior may express disrespect, it is usually simply neutral, neither intended as specially respectful or disrespectful.
ROLEPLAY #17: APPROPRIATE HYGIENE
BACKGROUND
Part of classroom etiquette and the etiquette of public life is an accepted standard of cleanliness and hygiene. Such standards of hygiene may differ dramatically in different cultures, so that hygiene that is acceptable in one country might even be punished by a prison sentence in another.
This role play illustrates an issue of hygiene and cleanliness in the MSU classroom. The TA in question has been teaching a class in her major. She has given each of her 35 students an assigned seat, so that she can use a seating chart to learn the students' names and take attendance. Three weeks into the term one of her best students comes to office hours with a surprising request. The student seems to be uncomfortable to even bring up the subject.
SCENARIO
STUDENT I hate to ask this. I know you assigned seats in your class. The person I sit next to, I don't even want to mention his name, he never takes a bath and smells pretty awful to me, so I have trouble paying attention in class. I even skipped class once. I was so upset by the thought of those bad smells.
TA My gosh, I haven't heard that before about the classroom, but I sympathize, since I remember having a similar experience before. It was unpleasant. I don't know, maybe instead of your changing seats, I'll try to talk to the student in a nice way about it, without mentioning your name of course.
COMMENT
It is possible that this incident may seem surprising to some of the new TAs. Though Americans are informal about dress, they may be obsessed with body odors, much more so than people from some other groups. TAs can find much evidence of this preoccupation with body odors ("B.O.") in our advertising and in the common use of deodorants and perfumes in American daily life. Just as students may complain about the smell of other students, they also may complain about the smell of their TAs, American or foreign. If such natural body odors aren't an issue in your home country -- e.g. the odor of strong perspiration on a hot day -- it's good to be aware that they may be an issue in the U.S. and at MSU.
ROLEPLAY #18: APPROACHABILITY OF TEACHERS
BACKGROUND
In different countries, expectations about how and when a student can approach her teacher for help may vary considerably. This role play concerns a student who comes to office hours to ask the TA for special help two weeks before the final exam. It's just 5 minutes before the end of the scheduled office hours.
SCENARIO
STUDENT I need a lot of help with these assignments to prepare for the final. I didn't do well on the tests so far. Is there anything I can do, could you help me, I'd appreciate it.
TA Yes, I see (looking in attendance book), you've only been to 20% of the section meetings and haven't turned in 5 of 8 assignments. That's why you're having trouble. The most important thing for you to do is to attend class and do the assignments. I've only got 2 minutes left in office hours and have to leave now, but my scheduled hours are TuTh 3:30-5:00 p.m. So why don't you do some homework problems and then come to office hours next week if you have any questions. I'd be pleased to help you then.
COMMENT
This role play illustrates how an American teacher is approachable, but only within certain negotiated limits. Depending on the practice in their home countries, some TAs may find the American pattern surprising.
At MSU, The Code of Teaching Responsibility requires that a TA or professor be available to meet students for regularly scheduled office hours. However, teachers are not required to be available outside of office hours or to give special help to students who are having academic trouble, especially if a student has been neglecting his studies. Sometimes MSU students will try to see a professor outside of office hours, coming unannounced to the teacher's office with no appointment or calling the teacher at home before an exam. While not considered outrageous or presumptuous, such behavior is often considered somewhat inappropriate, and some but not all MSU teachers will refuse to see the student in such circumstances.
In some countries, apparently, it would be considered truly astonishing and presumptuous for a student to take the initiative to try to see his college professor, if his professor had not expressly summoned him. In countries like China, on the other hand, if a student asks for help, the teacher should give it. This is true even if the student has been neglecting his studies. In that case, the teacher might admonish the student to correct his behavior and then procede to provide the requested help. In China, it is legitimate for a student to ask for help at any time, not just during some scheduled office hours. The teacher and student live in the same university. So there is a chance that they might meet during daily life outside of class. The student can then ask for help, or s/he might go to the teacher's apartment to arrange a time to get help.
Keep in mind, however, that the university students in China the university students are normally well prepared and the demand for special help is limited whereas in the U.S. many students are quite poorly prepared and the potential demand for special help is truly enormous. This means that Chinese faculty can accomodate the likely demand without placing limits whereas American faculty would be overwhelmed by the demand if they did not formally limit their response to it.
ROLEPLAY #19: TEACHER CRITICISM
BACKGROUND
As authorities, TAs have a responsibility toward their students to maintain basic fairness and preventing cheating in the classroom. This role play raises a related question -- How much should a TA seek to control and criticize students who perform classwork poorly? In the role play situation, the TA is handing back the most recent test, and he is angry at the class.
SCENARIO
TA Well, here's the test. You guys did real poorly. I don't know why you're not learning. It was an easy test and easy material. I can't understand it. You musn't be studying at all. I'll tell you, if you are incapable of learning this simple stuff, there is no chance that you'll graduate.
STUDENT It's easy for you to say it was simple. If it was so simple, why couldn't you explain it so we can understand it. I wonder why I paid to take this course.
COMMENT
In general, teachers at an American public university are not free to berate and criticize their students as they please. A teacher must be careful in his criticism. Even if he has good reason to be angry at the students, the students have paid tuition, have rights to dignified treatment, and THEY ALSO HAVE THE POWER TO DEFEND THEMSELVES against harsh attack.
Apparently there are schools where the asymmetry of authority and power between teacher and student is so great that teachers can be very harsh in their criticism of students and not fear retaliation. In some contexts, teachers may use stinging criticism as a teaching style to punish poor performance, but that is not true at MSU.
These role plays are used in International TA Orientation.