Ethical Quandary and Distraction
Jun. 8th, 2004 09:46 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
icarusI'm distracted from the work I should be doing right now, and I'm going to make myself go offline for the rest of the week.
The distraction is not LJ, but a tough decision.
I have a class called Intercultural Communication. There have been a lot of problems throughout the year.
I feel I've learned almost nothing in this class.
- We did not use a textbook.
- We discussed but were not provided specific definitions for terms, yet the final test required definitions.
- The class was split between lecture and discussion, with the emphasis on discussion, but the discussion had two problems:
1) It revolved primarily around the teacher's political views and opposing views to the teacher's were belittled.
For example, one student with conservative views was called by the teacher, "well now he's the sort who - (has to argue/is the devil's advocate/stirs things up)", reframing his information as oh, that's just him.
At another point the teacher stood in front of the class and stated, "well, even if you disagree with abortion you have to agree that it's better that this medical procedure be performed in a hospital", brooking no discussion, the students simply had to accept his point of view as the final word.
In another situation the teacher brought up a news story where a rich man got custody of his kids after being absent for four years, "now isn't that terrible? But it's because he's rich." When a different student tried to bring up a little more depth, explaining the facts of the case, it turned out the teacher didn't know the facts of the case but wasn't willing to have them explained -- instead he argued saying, "well, they always blame the woman" and cutting off the discussion entirely.
The class was a forum to promote liberal views, most of which I agree with, but it was inappropriate for a classroom setting and stifled the discussion. I was uncomfortable saying anything that might be construed as disagreeing with his point of view, because it was clear he would challenge it and hold it up to ridicule. I am normally an active participant in discussion, but I found myself sticking to safe ground and just reciting the plot of the books.
2) The rest of the discussion was on the plot of the books, rather than the issues raised within the books.
Typical discussion questions the teacher raised were close-ended (for example regarding Rubyfruit Jungle):
"What is the main character's name?"
Or very superficial:
"What do you think of the character Holly?"
The discussion that resulted was an uninformitive regurgitation of plot-points that were not particularly relevant to Intercultural studies. For a literature class, the discussion was at a high-school rather than college level. For a humanities class it wasn't relevant.
With the minimal participation that resulted, the teacher would finally state his own conclusions and the class would move on.
Do you see the cycle? The teacher would quash different points of view, then get limited participation, so he would 'dumb down' the level of the questions (I hope they were dumbed down...), which would be uninspiring and leave a vacuum. Then to fill the silence, he'd teach his point of view, which would raise an opposing point of view, which he would argue with and quash... and the cycle would continue.
- The teacher brought personal issues and irritations to the class
At one point he told the students that another student in another class was contesting a grade and that it was being currently discussed with the Dean. The discussion thereafter revolved around how stupid and egotistical this student was.
At various other points he told the class about his ongoing issue with someone in the copy room, and how he challenged his treatment and it was taken up with the man's boss.
At another point his struggles with corruption within a particular program at the UW were aired.
Near the end of class he discussed his concerns about the students "ganging up on" him and effecting his job for the worse.
This was unprofessional. It put me in a position of having to agree with him (or stay silent) without knowing all the facts. There was an implication that we, as a class, should never challenge his grades or challenge him. I checked it with another professor in another school, and they were surprised it was brought up in class. It was explained to me that every professor has their grades challenged from time to time.
- The syllabus did not have due dates for assignments, and students were confused as to when assignments were due.
- The teacher said he would review drafts, but then he didn't return the drafts, and used those instead for the final grade.
- Assignments were not returned until the students asked for them towards the end of the semester.
- Instead of a textbook, the books we used as a basis of discussion were two short novels. They were very out of date as pertaining to the subject.
Steinbeck's The Pearl dealt with colonialism, circa 1950, written by an American (obviously). Colonialism has an historical impact, but this was used as our main text for the first half of the semester. It was presented as a general discussion on racial and class distinctions. We did not move beyond this era with regards to foreign cultures until some students presented group presentations at the end of the semester.
Brown's Rubyfruit Jungle dealt with sexuality, class, and gender issues, U.S.-centric, circa 1972. We discussed the plot-points in the book, generalizations concerning gender and conflict, but did not move on to modern situations, or other cultures.
Both are U.S.-centric in a class that is normally about international cultures. A third piece we did not complete, but it was also U.S.-centric.
- Outside of the group projects in the final two weeks, we did not discuss foreign cultures at all, with the exception of the teacher describing his experiences in Italy.
- Globalization, a core issue of intercultural studies now, was only mentioned once at the end of the semester in a 20-minute discussion where the students generated a list of what's affected by Globalization. The teacher said, "okay, so you know what globalization is."
My understanding from Intercultural Communication: A Reader by Larry Samovar & Richard E. Porter, is that the point of studying Intercultural Communication is to be able to see from other points of view. Then when misunderstandings arise, there is some basis to figure out the different cultural assumptions. Intercultural Communication is also taught by another teacher at this college, and I was in his class for one week (and scheduling conflicts forced a change of class-times). I learned more in that week than I did in the entire semester here.
His syllabus states: "Intercultural communication occurs when people from one culture interact with people from another culture. This course provides and interdiscilinary focus on the values, patterns, history, and attitudes that create and sustain culture. We will emphasize skills and empathy in intercultural communication gained from the study of diverse cultures. Our exploration will incorporate lectures, group discussion, literature, theory, guest speakers, and films."
What diverse cultures? We haven't discussed them outside of the group presentations (and I don't trust a bunch of kids scoping for info on the internet).
There have been no guest speakers or films, there has been no "interdisciplinary" focus unless that means "we will read two short novels as our sole text," there has been no timeline or history (just a few historical figures discussed without much context), we have not been given "patterns," and the attitudes we've learned are his political views. But based on his syllabus, aside from the vague due dates, I had every reason to expect more from this class.
The syllabus goes on to say: "I have made every effort to limit the financial burden on students in the number and cost of required books. This does not mean the dept of the course will be lessened."
As a Tibetan Lama of mine used to say, "He's foolishing himself."
I feel terrible. I'm going in circles about this. I'm irritated and I know it, so I don't want to act on that nasty motivation. Doing the right thing for the wrong reasons is just as bad as doing the wrong thing for the right reasons. I also feel for him. I don't want to see him lose his job, and I think he senses he's in trouble.
But he hasn't done what he said he'd do, and he hasn't done a good job.
The distraction is not LJ, but a tough decision.
I have a class called Intercultural Communication. There have been a lot of problems throughout the year.
I feel I've learned almost nothing in this class.
- We did not use a textbook.
- We discussed but were not provided specific definitions for terms, yet the final test required definitions.
- The class was split between lecture and discussion, with the emphasis on discussion, but the discussion had two problems:
1) It revolved primarily around the teacher's political views and opposing views to the teacher's were belittled.
For example, one student with conservative views was called by the teacher, "well now he's the sort who - (has to argue/is the devil's advocate/stirs things up)", reframing his information as oh, that's just him.
At another point the teacher stood in front of the class and stated, "well, even if you disagree with abortion you have to agree that it's better that this medical procedure be performed in a hospital", brooking no discussion, the students simply had to accept his point of view as the final word.
In another situation the teacher brought up a news story where a rich man got custody of his kids after being absent for four years, "now isn't that terrible? But it's because he's rich." When a different student tried to bring up a little more depth, explaining the facts of the case, it turned out the teacher didn't know the facts of the case but wasn't willing to have them explained -- instead he argued saying, "well, they always blame the woman" and cutting off the discussion entirely.
The class was a forum to promote liberal views, most of which I agree with, but it was inappropriate for a classroom setting and stifled the discussion. I was uncomfortable saying anything that might be construed as disagreeing with his point of view, because it was clear he would challenge it and hold it up to ridicule. I am normally an active participant in discussion, but I found myself sticking to safe ground and just reciting the plot of the books.
2) The rest of the discussion was on the plot of the books, rather than the issues raised within the books.
Typical discussion questions the teacher raised were close-ended (for example regarding Rubyfruit Jungle):
"What is the main character's name?"
Or very superficial:
"What do you think of the character Holly?"
The discussion that resulted was an uninformitive regurgitation of plot-points that were not particularly relevant to Intercultural studies. For a literature class, the discussion was at a high-school rather than college level. For a humanities class it wasn't relevant.
With the minimal participation that resulted, the teacher would finally state his own conclusions and the class would move on.
Do you see the cycle? The teacher would quash different points of view, then get limited participation, so he would 'dumb down' the level of the questions (I hope they were dumbed down...), which would be uninspiring and leave a vacuum. Then to fill the silence, he'd teach his point of view, which would raise an opposing point of view, which he would argue with and quash... and the cycle would continue.
- The teacher brought personal issues and irritations to the class
At one point he told the students that another student in another class was contesting a grade and that it was being currently discussed with the Dean. The discussion thereafter revolved around how stupid and egotistical this student was.
At various other points he told the class about his ongoing issue with someone in the copy room, and how he challenged his treatment and it was taken up with the man's boss.
At another point his struggles with corruption within a particular program at the UW were aired.
Near the end of class he discussed his concerns about the students "ganging up on" him and effecting his job for the worse.
This was unprofessional. It put me in a position of having to agree with him (or stay silent) without knowing all the facts. There was an implication that we, as a class, should never challenge his grades or challenge him. I checked it with another professor in another school, and they were surprised it was brought up in class. It was explained to me that every professor has their grades challenged from time to time.
- The syllabus did not have due dates for assignments, and students were confused as to when assignments were due.
- The teacher said he would review drafts, but then he didn't return the drafts, and used those instead for the final grade.
- Assignments were not returned until the students asked for them towards the end of the semester.
- Instead of a textbook, the books we used as a basis of discussion were two short novels. They were very out of date as pertaining to the subject.
Steinbeck's The Pearl dealt with colonialism, circa 1950, written by an American (obviously). Colonialism has an historical impact, but this was used as our main text for the first half of the semester. It was presented as a general discussion on racial and class distinctions. We did not move beyond this era with regards to foreign cultures until some students presented group presentations at the end of the semester.
Brown's Rubyfruit Jungle dealt with sexuality, class, and gender issues, U.S.-centric, circa 1972. We discussed the plot-points in the book, generalizations concerning gender and conflict, but did not move on to modern situations, or other cultures.
Both are U.S.-centric in a class that is normally about international cultures. A third piece we did not complete, but it was also U.S.-centric.
- Outside of the group projects in the final two weeks, we did not discuss foreign cultures at all, with the exception of the teacher describing his experiences in Italy.
- Globalization, a core issue of intercultural studies now, was only mentioned once at the end of the semester in a 20-minute discussion where the students generated a list of what's affected by Globalization. The teacher said, "okay, so you know what globalization is."
My understanding from Intercultural Communication: A Reader by Larry Samovar & Richard E. Porter, is that the point of studying Intercultural Communication is to be able to see from other points of view. Then when misunderstandings arise, there is some basis to figure out the different cultural assumptions. Intercultural Communication is also taught by another teacher at this college, and I was in his class for one week (and scheduling conflicts forced a change of class-times). I learned more in that week than I did in the entire semester here.
His syllabus states: "Intercultural communication occurs when people from one culture interact with people from another culture. This course provides and interdiscilinary focus on the values, patterns, history, and attitudes that create and sustain culture. We will emphasize skills and empathy in intercultural communication gained from the study of diverse cultures. Our exploration will incorporate lectures, group discussion, literature, theory, guest speakers, and films."
What diverse cultures? We haven't discussed them outside of the group presentations (and I don't trust a bunch of kids scoping for info on the internet).
There have been no guest speakers or films, there has been no "interdisciplinary" focus unless that means "we will read two short novels as our sole text," there has been no timeline or history (just a few historical figures discussed without much context), we have not been given "patterns," and the attitudes we've learned are his political views. But based on his syllabus, aside from the vague due dates, I had every reason to expect more from this class.
The syllabus goes on to say: "I have made every effort to limit the financial burden on students in the number and cost of required books. This does not mean the dept of the course will be lessened."
As a Tibetan Lama of mine used to say, "He's foolishing himself."
I feel terrible. I'm going in circles about this. I'm irritated and I know it, so I don't want to act on that nasty motivation. Doing the right thing for the wrong reasons is just as bad as doing the wrong thing for the right reasons. I also feel for him. I don't want to see him lose his job, and I think he senses he's in trouble.
But he hasn't done what he said he'd do, and he hasn't done a good job.
![[identity profile]](https://www.dreamwidth.org/img/silk/identity/openid.png){kind=small}
no subject
Date: 2004-06-08 01:25 pm (UTC)I'm going to assume you took notes during class so you have a fairly decent record of what went on roughly when.
I absolutely would go to the department chair to discuss this. Even barring all the immense inappropriateness of quashing opposing viewpoints (in any class; in one aimed at looking at them, good god), I think it's entirely fair to go in and say, look, here is what I expected to see, and here is what I saw, and here is my life experience on which I was basing my assumptions, and I'm not sure what to think about that. Worst case, they shoo you aside and say this is how he chose to teach it, and you shrug and go away.
And as to doing a bad job--well, if he doesn't get nailed for it now, one of two things happens. He'll get nailed for it later (in which case, what does it matter if it's you that goes over his head), or he won't and he'll keep teaching this way, having received no corrective feedback in the matter, and the next 30 years of students will have to tolerate it, too. I don't see that as a significantly better outcome for anyone, really.
?
no subject
Date: 2004-06-08 01:47 pm (UTC)Actually, it's even easier than that. I am required at the end of this class to fill out a sheet (anonymously) that states what impressed me and what I felt needs improvement. So... I just need to work out my motives as a person, but when it comes down to it, well, it's mostly a matter of finding room on the sheet for how much was wrong with this class.
Icarus
no subject
Date: 2004-06-08 02:08 pm (UTC)I'm tempted to tell you to write that whole statement on your sheet, but in truth that's not practical, so I think your best bet is to focus on the most egregious errors. Stick to the information about his poor administrative performance-- the lack due dates, the unreturned papers, the false statements, and the discrepancy between promised and actual course content, for certain. The quashing of views section is more likely to be written off as a "disgruntled extremist" who got offended at one of his political positions and should perhaps be mentioned, but not as your primary focus.
Hope that helps!
no subject
Date: 2004-06-08 10:38 pm (UTC)Stick to the information about his poor administrative performance-- the lack due dates, the unreturned papers, the false statements, and the discrepancy between promised and actual course content, for certain.
Yes, focus on the rational, clear-cut, factual issues, where it's not a matter of a student's emotional reaction. Thank you. I may just rewrite that part I have here, print this out and bring it to class for that day, either re-writing it or including it with the rest.
Icarus
no subject
Date: 2004-06-08 07:31 pm (UTC)I had a (very nice and well meaning but) totally ineffective prof my first quarter this year and felt no compunctions about giving her terrible reviews and detailing the exact problems I had with her running of the class.
You might want to tone down the comments on his personal discussion conduct to "did not seem open to the multiple viewpoints that were, in my understanding, the essential focus of the class" and "did not provide guidance for in-depth, meaningful discussion" but otherwise - print it out. Staple it on. If nobody says anything, bad teachers keep teaching. It's a job like any other, and you have to do it well to keep it, IMHO.
no subject
Date: 2004-06-08 10:28 pm (UTC)Yeah, it's complicated and difficult to describe. Ah. Well. I had to go through a formal review process like this at my corporate job, with anonymous feedback from my coworkers used as part of the gauge, so I guess it's nothing new.
Icarus
no subject
Date: 2004-06-08 01:51 pm (UTC)And it would be unethical for me to let it continue. *nods sadly* Yep. Sigh. There's nothing for it. I'll present his good points -- he made an effort to involve students with literature that's accessible and entertaining, and did not let the 'talkers' dominate the class. But the rest... I have to give him both barrels.
Icarus *cringing*
no subject
Date: 2004-06-08 01:28 pm (UTC)You and the rest of the class did not get the class you paid for and the dean should be aware of this. You deserve your money back or the chance to take the class with again competent teacher.
Sorry if I got ranty but teachers not doing their jobs gets to me bigtime.
no subject
Date: 2004-06-08 02:03 pm (UTC)The level of this class has definitely been far below what's been expected of us in all my other classes.
You deserve your money back or the chance to take the class with again competent teacher.
That's an interesting thought. I hadn't considered the possibility of getting the money refunded and taking the class with another teacher. I know the other one, Vikrum Kapur, is very good. I wonder how one would go about this... because I really did want to learn this subject. I was just writing this course off as one of those 'occasionally you get a bad apple and that's as much a part of school as dealing with bad managers in worklife.'
Icarus
no subject
Date: 2004-06-08 02:06 pm (UTC)no subject
Date: 2004-06-08 01:32 pm (UTC)I've since felt that I should have said something, either to him, to his coteacher, or to the administration regarding the class, since it became merely a forum for supporting the teacher's opinion in the face of any and all opposition.
However, at Evergreen, at least I was able to say some of that to him via the teacher evaluation that's part of every course (not sure how familiar you are with their grading structure/policies). I think I'd suggest that if you're genuinely concerned that the teacher might wind up losing his job, a letter to him outlining your issues might be helpful.
But at the same time it depends on how much involvement you want to have in what happens next year, because while he might be receptive to a letter critiquing the issues from your point of view, he might not, as well, and it might take something like getting placed on some sort of probation or firing to make him realise that what he is doing is wrong, in the most basic sense of the word.
You didn't pay his salary to not learn what he had to teach, is what it comes to. And I think I can say, from my standpoint now, that I wish I had stated my views more clearly to my teacher, rather than what I did do.
no subject
Date: 2004-06-08 10:33 pm (UTC)Vote my conscience, and ameliorate my feelings of guilt for the possible effects by being honest and fair.
He was very good at making sure the "talkers" didn't dominate the class and that those who avoided participating were included. The material he used was obviously aimed at making the subject relevant and interesting to the students.
He usually teaches literacy, and I suspect that he's in the habit of "low-balling" his classes.
Icarus
Do what your gut tells you to...
Date: 2004-06-08 01:49 pm (UTC)If you can't, make a formal complaint. Go through the channels and spread word of mouth that this is a bad class to take. The formal stuff will make sure there is a record of things, the word-of-mouth will make sure others don't waste their cash and time in his class. Eventually the institution will notice, cancel his classes, and he will have to make changes or suffer the consequences.
I know, severe, but not petty at all. I bet you are not the only one who feels this way.
Don't even get me started on this unethical behaviour at discussing non-class things like other students grades (whether he mentions the name or not, it's not apropos.)
And as for him losing his job, it's not your responsibility to worry about it. It's his. He provides a service you paid for, and he's not delivering what he should. What would you do if you bought a car that the engine kept failing on you?
Ok, I'm going to step off my soapbox. I had my fair amount of profs. like this is college, and early on I decided not to suffer them. You shouldn't either.
No, he hasn't done a good job.
Re: Do what your gut tells you to...
Date: 2004-06-08 10:25 pm (UTC)I bet you are not the only one who feels this way.
I am not the only one who didn't have their homework returned until the end of quarter, and I think his plea to the class was indication enough that he senses the students are ready to pounce. But it's likely that those who were there for the plea were affected by it. Still... one voice... and there are others who are pretty tough.
Icarus
no subject
Date: 2004-06-08 02:07 pm (UTC)no subject
Date: 2004-06-08 02:25 pm (UTC)My impression of him is that he would get very upset, and then blame any criticism of himself on me. "Oh, she's just that complainer..." and take it very personally. He's done this throughout the course with anyone who's disagreed with him.
His grading system seems very abitrary and I can see why one person has contested his grade. He gave me a lower grade than I expected on a paper with no explanation, hardly any corrections, and he disputed a definition I pulled out of a textbook. It took me two months to get my paper back from him, and other people have had to chase him for their grades as well. Strangely, he asks for papers back after he's graded them, so he holds onto them.
After I made the mistake of voicing my opinion on a controversial subject in a essay-style quiz (my opinion was only to say that it was sad) he gave a rebuttal in class without referencing the reason for bringing it up, or opening the subject for discussion. That was railroading.
I've not noticed a great deal of fair-mindedness from him and wouldn't trust him to not take it out on my grades.
Icarus
no subject
Date: 2004-06-09 10:00 am (UTC)no subject
Date: 2004-06-09 09:41 pm (UTC)Icarus
no subject
Date: 2004-06-08 02:46 pm (UTC)Nothing can be done until someone in authority knows there's a problem. It sucks to have to be the person raising the issue though. *pets*
no subject
Date: 2004-06-08 10:20 pm (UTC)I'm sort of hoping that other brave souls will mention it as well.
Icarus
no subject
Date: 2004-06-08 04:03 pm (UTC)no subject
Date: 2004-06-08 10:19 pm (UTC)That's a really good attitude and perspective on it. I hadn't really considered that it would help him as a teacher.
Icarus
Who are you out to save?
Date: 2004-06-08 05:17 pm (UTC)If you want to save yourself, forget about it. You've already done more practical intercultural communication than he ever will. What did you think you'd learn? Or were you just planning to show off your intercultural expertise? You wasted you time - shed a few tears and drive on.
If you want to save him, stop letting him bash his brains against a wall - this is obviously not what his candle burns for. Don't be an enabler.
Re: Who are you out to save?
Date: 2004-06-08 10:13 pm (UTC)If I'm not honest, that good night's sleep will be a long way away. I wish that this was something that I trusted him enough to tell him to his face (in gentler terms).
What did you think you'd learn? Or were you just planning to show off your intercultural expertise?
Actually, it's one thing to bash your head against a lot of intercultural experience the hard way and quite another to understand what the hell's going on. I was hoping to understand in a broad way those crazy-assed WTF? moments you have, because I've had a lot of them, but I only understand some. I wanted the tools to go, "oh, this is an in-group society, so since I'm not of their race I can't really expect to be included or considered equal no matter how much Buddhist practice I've done."
At the beginning of the quarter I was trying to augment what I was learning with a textbook, and it was a real eye-opener. I knew that Tibetans were immediately friends with any Tibetan, even if they'd never met before, more so than they were with me though we'd been friends for years -- but I didn't know why.
Some of these things have really pissed me off in the past, and I wanted to know where they were coming from. In this case, just the description of an "in-group" cleared it up, because I knew that Tibetans believe that anyone born Tibetan has a special blessing.
So I was expecting a lot of "aha!" and "ooooh, I get it." A course like this has a tendency to put things like this in very distant terms, so it removes the issue from the realm of the personal. I was also expecting to have a useful skill that I'm going to need in my travels overseas and dealings with Asian cultures here.
Icarus
Re: Who are you out to save?
Date: 2004-06-09 04:37 pm (UTC)Good luck with your studies - however you choose to go about it.
Re: Who are you out to save?
Date: 2004-06-09 09:36 pm (UTC)Okay, that made me laugh out loud.
"intercultural" seems too broad (to me) to deliver the depth you seek.
You know what? You have point there. That is very broad.
I've decided to have mercy on the man. On the form I'm going to condense all the issues to the three main points, and I'm going to list his two strengths. If I'm uncomfortable with how harsh my list is, then it's probably the case that I'm being too harsh.
Icarus
no subject
Date: 2004-06-08 05:34 pm (UTC)He has undoubtedly done a disservice to the students, but he has committed a more serious infraction (to my mind) in that he has done a disservice to the truth. Half of the idea behind the academic institution is the dissemination of the most accurate and up to date peer-reviewed research -- in other words, the truth as we know it in this moment -- to students and the academic public. By not following through on a rigorous syllabus meeting the objectives as described for that course, he is, in essence, lying to you by omission. If he cannot do his best (or at the very least meet some minimum standard) then he is a danger to the integrity of the institution and has no business teaching there at all.
You may fear doing the right thing for the wrong reasons, but both these reasons stand valid outside of any personal considerations. The decision remains whether or not you're willing to cast your lot with them.
no subject
Date: 2004-06-08 06:24 pm (UTC)If you're concerned about wording it well, so you can document times more accurately and so it doesn't sound like a grudge, you may want to write up your letter ahead of time, type it out, and slip it into the folder with evaluations.
[Assuming your school does like mine where the professor leaves the room during evaluations and a student hands it in so it can't be tampered with. If your professor will be in the room, you may not want him/her to see you turning in a printed page -- might get the wrong idea. But you can still give it to the department head separately, particularly if you do want to use it to lobby for a free replacement class or other compensation.]
no subject
Date: 2004-06-08 09:59 pm (UTC)Yeah, they just started doing that last semester. It makes the teachers feel like suspected criminals though.
*nods* I was thinking I'd edit what I have here and either hand that in, or rewrite it on that form (on the back, obviously).
Icarus
no subject
Date: 2004-06-08 07:43 pm (UTC)Cut for those who have absolutely no interest in reading about the second-worst class I've ever had.
Second-worst? The mind boggles.
no subject
Date: 2004-06-08 09:57 pm (UTC)Still boggling?
Icarus
no subject
Date: 2004-06-08 09:02 pm (UTC)...
Near the end of class he discussed his concerns about the students "ganging up on" him and effecting his job for the worse.
Unlike other people, I'd say that these are definitely things that should be mentioned to the department head. Bringing up personal conflicts like that during class: doubleplusungood, especially ones that, like these, could be a way of intimidating (first one) or guilt-tripping (second one) students out of confronting him about their issues with his class.
no subject
Date: 2004-06-08 09:55 pm (UTC)Icarus
no subject
Date: 2004-06-08 11:19 pm (UTC)i agree with everyone else, be completely honest on the evaluation and hope for the future classes... who knows, maybe he'll meet his match in the next few years...
no subject
Date: 2004-06-09 08:00 am (UTC)*snickers*
Date: 2004-06-09 09:43 pm (UTC)Icarus