America’s future
6/5/05  11:20:29


A number of recent articles have addressed the troubling topic of the madness that has gripped the American classroom.  Last week, THE NEW YORKER came out with this crazy piece about how schools are handling lawsuits and complaints over who will get to be the high school class valedictorian.  Today, the WASHINGTON POST MAGAZINE published an article written by an American University journalism teacher.  Excerpt:

It was the end of my first semester teaching journalism at American University. The students had left for winter break. As a rookie professor, I sat with trepidation in my office on a December day to electronically post my final grades.

My concern was more about completing the process correctly than anything else. It took an hour to compute and type in the grades for three classes, and then I hit "enter." That’s when the trouble started.

In less than an hour, two students challenged me. Mind you, there had been no preset posting time. They had just been religiously checking the electronic bulletin board that many colleges now use.

"Why was I given a B as my final grade?" demanded a reporting student via e-mail. "Please respond ASAP, as I have never received a B during my career here at AU and it will surely lower my GPA."

I must say I was floored. Where did this kid get the audacity to so boldly challenge a professor? And why did he care so much? Did he really think a prospective employer was going to ask for his GPA?

I checked the grades I’d meticulously kept on the electronic blackboard. He’d missed three quizzes and gotten an 85 on two of the three main writing assignments. There was no way he was A material. I let the grade mar his GPA because he hadn’t done the required work.

I wasn’t so firm with my other challenger. She tracked me down by phone while I was still in my office. She wanted to know why she’d received a B-plus. Basically, it was because she’d barely said a word in class, so the B-plus was subjective. She harangued me until, I’m ashamed to admit, I agreed to change her grade to an A-minus. At the time, I thought, "Geez, if it means that much to you, I’ll change it." She thanked me profusely, encouraging me to have a happy holiday.

+++++++++++

My colleague Wendy Swallow told me about one student who had managed to sour her Christmas break one year. Despite gaining entry into AU’s honors program, the student missed assignments in Swallow’s newswriting class and slept through her midterm. Slept through her midterm! Then she begged for lenience.

"I let her take it again for a reduced grade," Swallow says, "but with the warning that if she skipped more classes or missed more deadlines, the midterm grade would revert to the F she earned by missing it. She then skipped the last three classes of the semester and turned in all her remaining assignments late. She even showed up late for her final."

Swallow gave the student a C-minus, which meant she was booted out of the honors program. The student was shocked. She called Swallow at home hysterical about being dropped from the program. To Swallow, the C-minus was a gift. To the student, an undeserved lump of Christmas coal.

 John Watson, who teaches journalism ethics and communications law at American, has noticed another phenomenon: Many students, he says, believe that simply working hard -- though not necessarily doing excellent work -- entitles them to an A. "I can’t tell you how many times I’ve heard a student dispute a grade, not on the basis of in-class performance," says Watson, "but on the basis of how hard they tried. I appreciate the effort, and it always produces positive results, but not always the exact results the student wants. We all have different levels of talent."

Now, why do you suppose these students are so arrogant? Why do they have this entitlement mentality?  Could this mindset begin at home?  Yes, says the writer, since she herself is one of these nudnick, hyper-competitive parents:


Though I haven’t received any menacing phone calls from parents, Mom and Dad are clearly fueling my students’ relentless demand for A’s. It’s a learned behavior. I know, because I’m guilty of inflicting on my son the same grade pressure that now plays out before me as a university professor.

Last fall when my Arlington high school senior finally got the nerve to tell me that he’d gotten a C in the first quarter of his AP English class, I did what any self-respecting, grade-obsessed parent whose son is applying to college would do. I cried. Then I e-mailed his teacher and made an appointment for the three of us to meet. My son’s teacher was accommodating. She agreed that if my son did A work for the second quarter, colleges would see a B average for the two quarters, not that ruinous C.

There’s a term for the legions of parents like me. The parents who make sure to get the teacher’s e-mail and home phone number on Back to School Night. The kind who e-mail teachers when their child fails a quiz. The kind who apply the same determination to making sure their child excels academically that they apply to the professional world.

We are called "helicopter parents" because we hover over everything our kids do like Secret Service agents guarding the president. (My son refers to me as an Apache attack helicopter, and he’s Fallujah under siege.) Only we aren’t worried about our kids getting taken out by wild-eyed assassins. We just want them to get into a "good" (whatever that means) college.


Oy.

It’s hard to overstate what a huge disservice this teacher is doing to her students.  Why? Because journalism is a hyper-competitive, merciless occupation, which in the past few years has been overtaken by beancounters.  These accountants are forever exerting pressure on editors to keep producing at or above current output while cutting more and more jobs from the newsroom.  What sort of coping mechanisms are these professors instilling in their students?  Do you honestly think a managing editor or executive producer will be sympathetic to the sort of whining described in this piece, when her or she is trying hard to hold on to his or her own job?  The key is to sharpen claws and work on survival skills, not to sulk off into a corner or expect to be handed the keys to the kingdom after turning in sub-standard work.  News organizations get sued for being careless, and the sooner that young people who aspire to enter the craft learn this, the better.  You can’t game your boss the way you do your teacher.  This may explain why so many of the young people I met who were entering the field were so wholly unprepared for the business realities they encountered; they had absolutely no frame of reference.

Now, by way of anecdote, a story about how incredibly pushy and irritating high-powered "helicopter" parents can be. Several years ago, I befriended a famous journalist who has a byline in a popular weekly.  Over lunch one day, he started telling me how dissatisfied he and his wife were with the education their children were receiving at Sidwell Friends, which is one of the private schools of choice for the well-heeled in DC.  And why were they so unhappy?  As he put it, his daughter, a top student, "wasn’t working up to her potential", and his son was "lazy and not accomplishing what he should be by his age." 

His daughter was 8, his son, 4.

I told this guy that at the age of four, a child’s main preoccupation should be climbing trees and making mud pies. I asked him what he expected his son to have accomplished.  Splitting the atom?  He looked at me like I was insane, and made some comment about "you’ll understand when you have kids."

Rather than take his warning at face value, I learned the following: DC bigshots are not only competitive in the workplace, but through their kids as well. And I never, never want to teach at one of these schools.


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