Chalk up my second tongue-clucking parent meeting of the year. A mother wanted to know why her student was failing. Quite simple really: he didn't turn in any homework, or produce any homework when I checked it at the students' desks, as I am known to often do. He is also totally distracted by the crowd he hangs out with, as I was filled in by his previous teacher that he aspires to be a hard-core gangster rapper. You should see this kid's MySpace page - Yeesh!
When speaking of my frustrations about this meeting with my wife, I was having trouble coming up with the words to describe the disposition of the mother. The attitude of the mother might be described as one of seething, yet repressed hostility towards me. Another that comes to mind would be silent contempt. She was cold, emotionless, talked barely above a whisper the entire time, and looked at me like I was some kind of insect.
It turns out that her son did do a lot of the work for which he received no credit. That's what happens when you do the homework, and then fail to turn it in or show it to me. I will always be mystified by that sub-group of students who do their work and then just don't manage to get it to the teacher. What a waste. Where the mom got angry - and started personally attacking me in a diplomatic manner - was when I refused to give her son credit for the work. Like it or not, I have a no-late-work policy; it is in writing in the syllabus, it has been made known to the parents since week one of the school year. You may not agree with it, but you must abide by it, and this student didn't abide by it. I couldn't get the mother to understand that just doing the work isn't good enough; you have to prove to me that you did it. Her son failed to do that; I'm not exactly sure how. How many times did I announce to the class to get out their homework? How many times did I walk up to this student and ask where his homework was, and all I got was a "I didn't do it" or a shrug of the shoulders?
For an hour, that mother brought up the same arguments over and over again, practically browbeating me in an effort to get me to cave and accept her son's work. Believe me, when this quiet, intimidating woman was this relentless, of course it was tempting to just put the numbers into the gradebook. However, the fallout would be severe. Her son would go to his little cadre of buddies and brag about how his moms got Mr. Chanman to give in. So the next time I wouldn't accept a late assignment from someone, guess what the first thing the student would say?
You let so-and-so turn in his stuff late! When a request for an exception didn't work, the mother began questioning my integrity, my compassion, and my abilities as a teacher.
Don't you believe in giving a second chance? Do you believe you have the best interests of your students at heart? If so many of your students aren't turning in your homework, then perhaps you shouldn't assign it anymore. And my favorite:
How is it that [my son's] grade didn't start to improve until this meeting was scheduled?My answers to this mother were simple. Second chances? You bet! The next time there is a homework assignment, make sure I see it or that it's turned in. Also there is the extra credit assignment list on the wall over there - pick one! Best interests? You bet! One of the most valuable lessons that one can learn in life is that failing to carry out your responsibilities can be costly. Being allowed to experience failure often has the effect of motivating a student to not want to experience failure again. Which brings me to my favorite question she asked, which was why his grade didn't improve until our meeting was scheduled. I wish you all could have been there, because by her demeanor and tone in asking this question, what she was doing was insinuating that I had either purposely or accidentally withheld assignment credit from her son, and only started giving him credit for his work when I knew I would have to meet with her. She said it in a very carefully worded way so that it didn't sound like an open accusation, but the insinuation was crystal clear. I didn't even want to go down that confrontational road with her, so I told her that was something she should ask her son, as only he would know the answer. What I wanted to say was that perhaps he started turning in assignments in the last week precisely because he knew she was going to meet with me, so he had better get his butt in gear and raise his grade as to lower the impact of her possible wrath upon him, because I'm sure he knew that I was going to tell her exactly what I told her. Should I have said this to her? I don't know. Sometimes, I am still learning what is and is not an acceptable level of candor when talking to a parent; especially one that was as hostile as she.
A week before the meeting, the student had a 29%. On the day of the meeting, he had a 47%. Today, after another assignment was turned in, he now has a 54%, and this semester isn't over until December. That's what the specter of failure can do for you. Were it not for my "harsh" policy, he would probably still not be turning anything in, because after all, he could just rush a bunch of stuff in at the end for half-credit.
As for the notion of not assigning homework because too many students refuse to do it? Does that really need a response?
Good Day to You, Sir