Are you okay?

Yes. No. Yes. I learned a long time ago that when you don’t know the answer to that question, the answer is no. No, I’m not not okay in a way that requires you to do anything about it. But I’m not okay in the sense that I feel far from all right.

I dealt with my students today. I thought I was pretty light on them, all things considered. The first registered his protest but managed to be polite about it. The second, treated much more leniently, cursed at me. We were done at that point. He can talk to my department chair about it. I don’t have to take that from him. I don’t have to take that from anyone. And if he goes in with that to the chair, I’d be willing to bet that he’s going to land in more trouble than he was bargaining for.

Of course, little does he know that I consulted my chair every step of the way through this, from when I first saw it, to deciding what to do about it. I didn’t bother to tell him that.

Dealing with people is hard. Feeling their emotions (especially when they are being blasted at you) is hard. Having to make unpopular decisions is hard.

It’s also my job. To determine what grade a student earned. To determine when something looks fishy and requires a sanction. It doesn’t matter how much integrity or fairness is brought to that process; someone’s going to get angry at you for an outcome that they don’t like. Angry at me.

On the most part, I think I can deal with this, but lately, it’s been too much. Over and over. At something I used to feel like I was good at. And maybe I still am, but I no longer have my reputation preceeding me. The default expectation for female is often pushover, and when it isn’t, that quickly flips to rhymes-with-witch. If, especially as a young woman, you aren’t being called a certain name on occasion, you are probably being far too easy. Or you have a lot more finesse in dealing with people than I do.

It doesn’t feel good. Not one bit. Part of me wishes I could cry about it, but that’s not coming up and out of me. I just … don’t feel okay. No, there’s nothing you can do about it. I don’t need you to help. I don’t need rescuing. I just need to do my best to push through the rest of today, and then to get through tomorrow, and then get through the next day. I know that things come together, then things fall apart. That’s the natural cycle of being. Persevere through this stage, and things will get better again. They’ll get worse again after that, but no sense in worrying about that now. I have enough worries at the moment.

Cutting Corners

I was grading papers and computer code earlier today. When students’ code doesn’t agree with mine, I wonder why. When it looks nothing like the pseudocode in our book, I wonder where it came from. First hit, Wikipedia. There’s the same code with a few names changed to disguise it.

I’m clear in course policies that copying code is against the rules. It’s printed on every assignment that involves code. Do not copy code. It’s in the syllabus, noting that the minimum sanction will be a zero on the assignment.

On the flip side, you can go from the pseudocode in the book to actual code, and I’ve got no issue with that. That’s what the pseudocode in the book is for.

The first case was so blatant, that it’s pretty obvious what I need to do.

Then there’s the second case. This time the code from Wikipedia was modified to fit in an alternative environment, but it’s still pretty clearly the Wikipedia code, and certainly not the pseudocode from our book.

I don’t know what to think. I don’t know what to do. I don’t know what to say. No, I don’t want to forbid students from looking at internet resources, I think you can learn a lot of valuable things that way. But, if you are assigned to code something we learned about in class, I expect your main resource to be either materials from class or from the book, not copying and pasting something off the internet.

It never occurred to me that I would have to spell that out. Maybe I need to spell that out.

I see an ugly situation in my future. I know I can handle it. But this year has been such a year of handling and struggling. Part of me just wants to hide.

Add to my mistakes: looking myself up on RateMyProfessor. Never got any feedback from Texas A&M. But the complainers are out from my new school. I give too much work and it is *so* hard. I don’t help enough in class, and I have a good teaching philosophy, but I just don’t use it.

Note to self: don’t look at that stuff. Haters gonna hate. Your job is to teach, and to ask hard questions. If you are only asking easy questions, something is wrong with what you are doing.

But another part of my job is to motivate students to want to try and do well. I wish I knew what I could do better at that. On that, I thought this was a good article. Rethinking Positive Thinking.

Painful truth

Dear Students,

I know I upset one of you today, and goodness knows whether I will upset more of you tomorrow when I actually hand back homework.

The student I talked to today worked very hard and felt he got robbed on his score. Unfortunately, he just got the math wrong. Scores in general were lower than I would have liked them to be. I know I caught some students out — they were not thinking that 2 weeks to do homework means 2 weeks of homework to be done. I know others got caught thinking that if a few problems were easy then they all would be easy.

I don’t know if I’m harder or more conscientious than other instructors. I do know that I believe that all of you can master this material and get it right. I know that I am going to push you to get to that level.

If I tell you that you got something right when you really didn’t, I am leading you into complacency when you are capable of doing more and doing better. I would rather have you angry with me and have you figure out how to make a stronger, better effort to get things right and understand why you are right than have you satisfied with your grade and mediocre at solving problems.

Would you rather believe a pleasant lie or know a painful truth? I have always lived on the side of painful truths. Today feels like one.

Honestly? I want you to like me. I want you to enjoy my class. I want you to learn a lot. I want you to grow. I know that all those things go together. If you hate me, and you hate my class, learning a lot and growing are less likely to occur. But if I have to give you a false sense of the merit of your work to make you like me, that won’t work either.

So, if you get this homework back and you need to be angry with me, I encourage you to be angry with me. Anger at me that keeps you motivated and working is better than anger at yourself that is paralyzing and makes you think, “Why should I even try? Why should I even bother?” Or worse, fall into inaction because of those thoughts.

I am a grown woman, with a strong soul. I can handle your anger.

That said, I hope that I can bring honesty and encouragement and grace and motivation to you. I hope that I can be someone who helps you to believe in yourself. I hope that I can hold you to high standards, and motivate you to hold yourself to high standards and help you see that you are capable of meeting them. Even when the work is far, far from easy.

That’s what I want for you. That’s what I want for me. That’s what I want for this class, and every other class that I teach.

With sincerity, and encouragement, and even, yes, with love,

Dr. Jinx

Discouragements

The last thing you want when starting a new job is to run into trouble straight out of the starting gate.

My grad class is now down to 2 students. I had 4 last quarter. Both of the students who dropped either are struggling with prerequisites and the material, or struggling with study skills and study habits (or possibly both). I don’t think anythings gone off the rails this quarter; the opposite in fact.

For background see

Instead of having me lecture and them sit passively (since I can’t stop them from being passive), I am having them read the sections and hand in an outline before we cover the section in class. The outline is worth 2 points. You did it is 2 points, you sorta did it is 1 point, and you didn’t bother is 0 points. I discovered quickly that “outline” is a foreign concept. If you are outlining a section that is broken down into subsections with differently colored bold faced headers, then, it seems obvious to me that every subsection must be summarized by at least one sentence. And, if there’s a major formula, theorem, or method of doing things in there, that should definitely get a mention as well. Last, they should put any questions or points of confusion in their outlines. I review these before class and make sure I’m ready to answer their questions.

I’m sure computer science isn’t happy about this. Of course, after they blew off my request to talk about the course over the break and complained to my department chair instead, I am also not so happy with them.

I wonder how this will all figure into the tenure equation in a few years. Meanwhile, I am trying to remind myself to bring my honor to my work. It doesn’t have to be my best work ever, but it has to be an honorable effort. To try not to work too hard, since part of the reason for coming here is to have more of a life. And to enjoy what I can, each day and each week. Our lives are time, and we don’t get redos on the past. In the worst case, I get to look for another job eventually, and there’s a good chance I could get one of those tech jobs I’m supposedly training this group for on the west side, and earn 2x what I am here for doing it. That would not be the end of the world.

I love teaching. I want to do it well. Universe, please help me out here.

Meanwhile, I will remember a favorite quote, “Courage doesn’t always roar. Sometimes courage is the little voice at the end of the day that says I’ll try again tomorrow.” (Mary Anne Radmacher) I will try again tomorrow.

And still struggling

I think of the teaching award that I won last spring, and I think the universe must be laughing right now to see me struggle with my graduate class.

Homework is due at noon. Homework is due at noon because a few weeks ago, when homework was due at midnight, I had a student demand that I make time help him that afternoon. I didn’t have office hours scheduled, and I did have several other things that I had to do. I was angry enough to let my anger show. That’s not a productive situation.

One student has been having a hard time getting his homework in on time; even with a midnight deadline, things would come in at 3 am. I warned him in a comment on his last assignment that this should not continue. Guess who has his computer open in class today? “What are you doing with the computer?” I asked. “Working on my homework,” he replied. “No you aren’t. You need to pay attention in class. Put it away,” I said. He did (fortunately). I turned back to my lesson and got a few more sentences out. Then I sat down to talk about what just happened. And the related issue that none of my four students takes notes in class, and there have been several times when they missed something done in class that was relevant to homework or exam material. I don’t think I won that battle.

After class guess who asked for an extension on the homework. My short answer was “NO.” “Do you know why the answer is no?” The student looked puzzled. “Two reasons. One, there is a late policy for this class, which requires you to ask 12 hours ahead of the due date for an extension. You didn’t follow it. Two, you were just very disrespectful in class. And that adds up to a NO.”

And there I am. I know I need to do something to change things, one of which is to start expecting things like this to happen so that they don’t rankle me as much. I also have to figure out how to reeducate this group. I never expected to have to go through this with a graduate class; that’s certainly one of the challenges — I am fighting my own frame of reference as well as dealing with the behavior.

When I am geocaching and can’t find a cache, it is often because I am functionally fixed on how I think the cache should be hidden. This causes me to be blind to however it actually is hidden. When I am in that state, I know I need to think differently, but the problem is, I don’t know how. Sometimes it takes several trips back to a place before I have the insight. Sometimes I’ve had to get some help from someone else to show me the hiding spot to break me out of the fixed thinking patterns. I feel like that is exactly where I am at with this class right now.

Still Struggling

I am still struggling with my graduate class. It is amazing that a class of four people could make me so miserable. Although many people would claim that we make ourselves miserable.

How am I making myself miserable?

  1. I am giving them my hard work, that they do not appreciate.
  2. I assign them what seem to me to be meaningful (and often nontrivial tasks), which they do not appreciate or like.
  3. I don’t give high grades when I see poor work, and I have to deal with the arguments.

I could simply

  1. Not try as hard. Can I restructure class so that I’m not working so hard for it?
  2. Give easier assignments.
  3. Give high grades all the time.

The first of those seems like a reasonable course of action, but I think my integrity has arguments with the next two.

I need to care less about what they do, what they think, and how they complain. Maybe if I can manage to not react to it, it will drop off. And think carefully about what the learning objectives should be, given the level and disinterest of the students. What can I make stick given who I am working with?

You can’t make everyone happy. And being in a group of really unhappy people can definitely rub off. Insulate myself better. And detach, detach, detach.

Starting over and making mistakes

I really thought I’d mostly had the teaching gig figured out when I was at TAMU.

Then I come somewhere new, and man, I am back at square one again.

It has been a frustrating and difficult quarter.

I have made so many mistakes. I didn’t assess what my students already knew. I found I had many assumptions about what they knew that were not true. I had many assumptions about how classes like the ones I am teaching were structured that were not true. I had assumptions about the advice I was given that were not true.

And this has all hurt my students and me, much to my frustration.

Still. I have managed to turn things around in my calculus classes. I am doing a lot better at knowing what to do and how to do it, and how to reach these students. I am still worried that I did them a big disservice at the beginning of the quarter, but there isn’t anything I can do about that now. Or, rather, I have been doing what I can in consistently assigning review problems on that material, so that it wouldn’t get forgotten, and might be improved. (I think there are some problems that I have assigned 2 or three times now … they should be getting better at those … right? 🙂 )

One consistent source of extreme frustration for me has been my graduate class. It is small. And the aura of bad attitude (mine and theirs) has come to permeate that class. I don’t want to go, and I arrive in our classroom with only a few minutes to spare. I notice that students are consistently late. Students don’t take notes (and haven’t from the first — easier to take pictures of the board when I was using the whiteboard; now I use a tablet), and I’ve even had several borrowing pencils in class when I have asked them to do something. The homework is too hard, and it takes too long to do. Etc. etc.

I know that me being negative isn’t going to turn this around, but oh my gosh, am I ever having a problem not going straight into anger and sarcasm. WTF, students, coming to class without a pencil and not fixing that problem right at the beginning? WTF, not taking notes? I’m not wondering why you are having difficulties retaining then information later, and even the recollection that the information was discussed.

I know their expectations of graduate school are probably also being challenged, just as my expectation of graduate students are being challenged. It’s not a continuation of undergrad. There are hard things to be done, and faculty expect that you are going to suck it up and get it done. If you are missing pieces that you need to succeed in a class, well, you are responsible for finding them out and getting the help you need. Or to go back and take a prerequisite course and then take the class over. We expect you to start your work early enough to come ask us questions if you are confused or cannot do it. And we don’t expect you to be pestering us late in the day it is due or insisting that we have to help you because something is due this day.

I dread having to teach that group again next quarter, but there it is. I have to. And so I have to work on figuring out how to help us all get happier. I have to also think about teaching this class in future quarters and how better to prepare students for the rigors ahead.

Meanwhile, I’m tired. The 5 day a week teaching thing has its advantages, but it also has its downsides. I never feel quite ready for what comes next. I know I will get through this. I know it will get easier. But here and now, it’s tough and I am frustrated.

That said, one thing I am glad of. And that is that I made time to write tonight.

Getting Started

Second day of class today. We got down to mathematical business in the multivariate calculus class. The first class talked to each other and me, but the second class was a lot of silence. Gotta work on that. I feel like I’ve given them things to do and think about (including in class) and that’s what I want.

In the graduate numerical methods class, we had our first work day. The students have my standard LaTeX assignment to work through. They were new LaTeX, and I was new to the computer lab… it didn’t go completely smoothly, but it went. I’m worried that students will start working on documents in the lab and then not be able to get their documents off the computer later, but, ultimately, that’s not my problem.

We’ll talk about it tomorrow. As expected my computer scientists, one the most part, took to LaTeX like ducks take to water.

I’m not completely ready for what I need to teach tomorrow yet, but I’m not far off. And, as of tomorrow at 2 pm, my third day is through, and I am off to a good start.

I am worried about everything that October is going to bring. I have to have a 30 minute talk ready (I *thought* somehow it would be 15!) for the weekend of October 11, and I have to have a 40 minute talk on another topic ready for Oct 28. Somehow it will all get done, right?

At least that’s what I keep telling myself. One small step at a time.

Assistant Professor

First day of class. First day of class on the tenure track. First day of class doing something that, for a while, I wasn’t sure I dared dream I could do.

I don’t know for sure what will stick in memory from this day or from this quarter, but I know there will be things that will stick because of the ephemeral sweetness of a first time doing something.

I know that some things will go well and others poorly, but I will improve from here. Right now I am still acclimatizing to this place, to this culture, and trying to figure out what I need to do.

I didn’t do much math today; mostly I tried to start the foundation of a classroom culture that is warm and accepting, supportive, hardworking, where everyone can have a voice if she or he wants.

The one fun math thing I did was in the numerical methods class for the master’s students. I said epsilon > 0. True or false, 1+epsilon > 1. And we voted. Everyone voted for true. Including me. And I voted for false too. And then explained that for a mathematician the statement is obviously and trivially true. But not so on a computer. I pulled up Python and did a demo to show. And that’s to some extent what the class is about. How and why do computers make mathematical errors and what can we do to avoid them?

And onward from here. Today 3 classes taught. Tomorrow, 9 am, my 4th class taught at my new school.

Solo Camping

I remember the last time I camped alone in this tent. At least, I think it was the last time.

I camped at Colorado Bend State Park in Texas, in May, with the intent of doing a bike ride the next day. Before heading out, I stopped in Austin and I had lunch with my Ph.D. advisor.

We talked about many things; my unhappiness with my job, desire to try teaching. He said something insensitive; he’s infamous for being oblivious.

I asked about a professor who was my terror when I was working on my doctorate; a man who was known for pawing his female students, with the stereotypical black leather sofa in his office, who always wanted to shut the door and sit next to you on the sofa. Hella no, I opened his door wide, and I pulled over the hard wooden chair, but when it was time for my defense, I was worried that one would make trouble for me.

My advisor said he had no idea what I could be talking about when I said I thought that professor was creepy. All he could recall was that Prof. Creepy wanted to hire some unsatisfactory job candidates. I remember a lull or change in our conversation, broken perhaps 10 minutes later, when my advisor told me about Professor Creepy’s nuclear divorce when he, indeed, ran off with one of his female students, leaving his wife and kids high and dry. Professor Creepy went on to become the department chair at another august institution; I can’t imagine they found his performance satisfactory. I also don’t think my advisor connected his story to my comments, though I am certain that my comment connected some subconscious dots, bringing forth the story.

What I remember most about the camping is the explosive tears, the incredible feeling of being lost, of being stuck, of not being good enough and having no way to ever be good enough. Deep, deep, deep shame for being who I was, with only my abilities.

With little sleep, I didn’t go to the bike ride the next day.

There was mountain biking in the park, but after getting up and getting together, I ended up on a hiking rather than a biking trail. My frustration peaked.

It was unseasonably hot, and the campground had no showers. I swam a bit to clean up, but in the end, I just packed up and went home early, running away from that moment, that vision of myself, that truth.

I didn’t interact with my advisor again for 7-9 more years.

It was quite a few years before I came back to that park, newly in love with my then-companion. I remember a magical hike we had as we got lost trying to find a geocache. I have the pictures, and that happy memory.

Today, I find myself again alone in this tent. I am not thinking about trying teaching any more; I will start a tenure track position in the fall. If I had known what success I would have as a teacher, I might have started on this path sooner.

In the ensuing years, I have had deep disappointments, and I have had moments of great joy. Part of me is very very sad for the painful moments, and also angry for this part of my past. Part of me is deeply deeply grateful to be here, now, in this moment.