Advocate Online

It’s a well-established pastime among college professors to gather around the coffee pot to rant and rave about the pathetic crop of current students. The tirade customarily involves complaints about our “so-called students” who are unable to write, unwilling to learn, and who are absolutely abhorrent of intellectual discourse.

In these quasi-therapeutic dialogues, some bark with outrage about the woes of trying to teach these ignorant slackers. Others bemoan the abuse professors must tolerate. Imagine, however, such a conversation interrupted by questions about what we might do to help our students learn how to write, become excited about their education, and feel energized by opportunities to debate and discuss intellectual ideas.

Although I’ve been guilty of participating in such inane discussions at times, I’ve also come to appreciate the wonderful opportunity I have to influence the minds of young people. As college professors, we should consider it a privilege to serve the scores of individuals who come to our classrooms each semester.

In addition to recognizing this privilege we hold, we should also recognize the fact that taxpayers and parents are paying us to do a job. That job involves a mandate to awaken a sleeping mind, to spark a dulled emotional state, and to teach reading, writing, and critical analysis.

By bringing out the best in our students, by helping them attain higher goals and develop greater self-esteem, both students and professors will benefit. Successful students will have greater opportunities, will become productive citizens, and will return our investment many times over.

* Richard P. Halgin is a professor of psychology at the University of Massachusetts Amherst. He is the author of psychology textbooks and dozens of articles, many of which pertain to teaching. He has been an NEA member for 27 years.

No, to hold teachers responsible for their students’ failures is unfair and unrealistic.
Harry Mosley *

Years ago, I saw a poster showing a student fast asleep on his desk. The caption read, “If the student falls asleep, wake up the teacher!” At that time, I heartily agreed. Now, however, I would respond, “Maybe the student should try harder to stay awake!”

It is quite unfair to blame teachers for students who fail. Education is a two-way street. Teachers have their responsibilities, but students also must do certain things to promote learning. Successful learning requires the cooperative efforts of both teachers and students.

Admittedly, the teacher’s responsibilities are myriad. These include being knowledgeable about the subject matter, teaching it effectively, explaining concepts clearly, helping students via office-hour conferences, and making the course interesting (remember that sleeping student?). Yet even these praiseworthy efforts on the part of the teacher cannot force a student to learn.

Even the best teacher can do only so much; the rest has to be up to the student. Specifically, students need to maintain good attendance, pay attention, take notes, ask questions, study well, follow instructions, and—most importantly—develop a zest for the sheer joy of learning. These traits help pave the way to successful student learning.

In the end, though, many factors that negatively affect classroom learning are beyond the teacher’s control. Sadly, such difficulties are often beyond the students’ control as well.

Education is a cooperative endeavor, demanding the efforts of both teachers and students. One of the most important lessons for college students is also an important lesson of life as well: “Learn to take responsibility for your own actions.”

* Harry Mosley is an associate professor of English and literature at John A. Logan College and a member of the Modern Language Association and the National Council of Teachers of English. He has been an active and proud member of NEA and IEA for many years.