When a Group Shines...

When I got to work this morning, I found this email in my inbox. 



Professor Bernum,
(Student Name) has told us that he is officially withdrawing from the university. Our group has already taken care of his part, we just wanted to inform you of the situation. Thank you.

I was bummed to find out that this student was withdrawing. We have one week left. But what stood out was the fact that he worked with the group and that they got the project finished. You see, this particular class (an intro to small groups class) is the bane of my existence. I taught if for the first time in spring 2014 and teach one to two sections every semester. And every semester I tell myself, "This is the last time." And the sad thing is that it's a great class. If they do their work, students really do learn a lot about working in a group!

The class attracts a real mix of students - some quiet, some outgoing, some lazy, some indifferent, and most... remedial. Which would be fine if they didn't rely on each other for a grade. My first semester was a disaster. I had 70 students (in two classes) and 18 of them skipped their first assignment: an 4-6 minute informative speech. I decided that I would assign their groups for their primary assignment - a group project where they use the reflective thinking process to solve a problem. I really emphasized the importance of their group contract. And I talked to them a lot. Amazingly, many of them got their act together and did quite well. And most said that it was their best group experience. The second semester I taught it, I wised up and put stricter policies in place and required a group meeting with me. It was better, but not quite there. The third semester I taught it, I got even tougher. The first day of speeches...I had nine students scheduled in one class. Two showed up. The no-shows sent me emails with random excuses, but none did what I required: send me a copy of their outline prior to class. They all earned a zero. The next week one of the no-shows stood in front of the class and yelled at me. I mean yelled. I stood my ground. Later that afternoon, he yelled at my department chair. I didn't back down. He ended up dropping my class. 

This is my fourth semester teaching the course. I looked at my roster back in August and noticed a big difference. There were a lot of juniors and seniors. What a difference. They show up. They gave their speeches. They do their work. And ... I get emails letting me know that they took care of the assignment. No whining. No one requesting an extension. No one asking me what they should do. 

When I teach a class for the first time, I struggle a bit. It's inevitable. I try different assignments and activities. Some work. Some don't. But every semester, I reflect. And I end up with a notebook full of teaching ideas, policy changes, and scheduling updates. But for the first time, I'll be saving the email. In fact, I'm going to print it and share it with my students on the first day of class.