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I don’t like bargaining. If the price is not OK with me, I move to the next store. But that’s not the point.
What do you think about bargaining at the exam? How can I give a better grade a student just because he or she says wanting that? For me, it’s very simple: show me what know and I’ll appreciate that. I had some cases where students were missing some 0,40 or 0,50 points to pass. Now, what can I do? Points are added depending on several criteria and on the exam. Bad students usually bargain. Their demand is very simple and not supported by realistic arguments: „I need it”. I ask supplementary questions and they still don’t know the answer.
I know that this bargaining of grades is practiced by a lot of students. And it’s sad to see that a girl gets more points just because she looks nice and she sticks her breasts to the teacher’s arm or that a boy is getting more than he deserves just because he complements the teacher on his new t-shirt. It’s bad for hard-working students, who really try to get the best out of them. It’s also bad for a teacher’s status, but that’s another discussion. But the worst is that students come to the exam thinking that this teacher will do the same.
uite-te la asta. E peste tot. Imi aduc aminte de zilele in care se plangea pentru note mai mari la teza la fizica :(
exista insa si profi care de exemplu scriu o nota si apoi o sterg si scriu alta si cand vezi asta, ca student, normal ca te intrebi de ce.
Well, I never could do that! Even when I knew I deserved more (I have this thing, I can say precisely what I did in an exam and the teachers’ grades are usually higher than mine). But others do so, and most of the times they get what they want…As far as I am concerned is degrading for both sides: for the students because they bargain more instead of studying more, for the teachers because they cannot stand by their decision. Of course, if subjective grades would disappear completely, such cases would probaby be fewer by the day.
totul depinde si de facultatea la care inveti/predai.in cazul FJSC, exemplele de non-subiectivism sunt atat de rare.Eu fac parte din gasca studentilor care nu se targuiesc,dar primesc note foarte mari,pentru ca dau raspunsuri la seminarii sau o fire care place profesorilor, studenti care se ghideaza dupa principiul „ai restanta,n-ai prestanta”…really!-asa e!
dar nu mi se pare corect nici asa. sa iau zece doar pentru ca sunt pereptuu (aproape…) prezenta la seminarii si ca am tot timpul ceva de spus?
suntem foarte influentati si de empatii…
Poate nu e indicat sa spun asta tocmai in sesiune, o sa ma trezesc numai cu 3 si 4:))) Hi-hi-hi
Si apropo de empatii, mi s-a intamplat de cateva ori sa nu fiu incadrata, de la inceput, de catre profesori in „gasca” preocupata de scoala, ci tocmai in cea opusa…:D Pe la primele cursuri,am fost ridicata in picioare, mustruluita si urecheata prim amfiteatre ca am pus o intrebare si ca sunt varza, ca apoi sa ma trezesc cu o nota pentru „cea mai buna lucrare”.
Pai parca eram varza?!
De ce pun unii pret pe imaginea clasica de tocilar,linistit, eventual cu ochelari,vesnic la biblioteca (HELLO,unii isi mai si cumpara carti!), nefumator si care face doar glume academice? De ce pun unii pret pe clisee?
Si, mai ales, ce naiba are fata mea? :D
It’s an old entry, but I’ll reply anyway. I’m that kind of a teacher that gives good grades. I’ve never had a student coming to me to bargain the grade (even though I had students that wanted to discuss the grade). I strive to make clear, objective and well understood by the students grading schemes for each exam. But this is not the point, grading to the decimal of the grading scheme. The point is to encourage students to study the subject. It is pointless to study to get good grades in the course, then a month after the course was completed not to be able to say anything about it, except reproducing some basic information that could have been gathered in 5 minutes of web search. A good student is not the one that studies hard to get good grades, but the one that is interested in the matter and will continue the study after he/she finishes the course. It is hard to spot the „interested” students. I usually give projects that connect them to real life applications – let them think and come with personal contributions. Bad grades can only scare them away from interesting, even though challenging, subjects (I’m teaching mathematics and computer science). I use the grades mostly for encouragement, and only a fraction to distinguish in between them (and that is enough, still only a few get the A). I think your problem is common among Romanians teaching in US. In my opinion you shouldn’t be afraid to give good grades.