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Situation 11: A student argues with you that your evaluation approaches is flawed because
it is not the same approach as the students previous teacher(s). What would you do in this
situation?
When I taught previously, I set up opportunities for students to socialize with the Deaf
community, but it was largely populated by Deaf university students. Many of them, as I found
out later, grew up mainstreamed. Considering 90-95% of deaf babies are born to hearing
families, that didnt surprise me. Many hearing parents are unwilling to relinquish their
parenting to someone else (i.e., teachers and dorm parents) at a state-run Deaf school. Many of
the Deaf students, especially in the mid-80s to mid-90s, were less than knowledgeable about
ASL. They grew up using English because their interpreters used English. English signs, were
reinforced at home because most parents/siblings never learned ASL.
ASL students were encouraged to attend socialization opportunities for the sake of their skill
development. I was unprepared the first time a student told me something like, My Deaf friend
says you are a lousy teacher because you teach Eat+Noon for Lunch instead of an L on the
chin. I truly was taken aback. However, I soon turned it into a learning situation for the
student. I was able to teach the differences between English signs and ASL signs and discuss the
history of English sign systems. I was able to discuss mainstreaming and Deaf schools, etc.
From that point on, I was prepared to handle such comments.
Similarly, I have had students complain that I am a tough teacher, that I expect too much and
grade too hard. However, my students rise to the challenge and are amazing. If a student
compares me to a specific teacher, I consider the source. If I know the teacher from whom this
student came, I probably will understand why such a comment would be made. Not everyone
who teaches in a large city holds his/her students to same standards. That is why, when I became
a program coordinator, I tried to make sure that all the teachers in my program agreed upon a set
of standards and taught to a specific skill level. When I moved, I was in the process of designing
an exit exam for each level that included questions from every teachers final exam. Sadly, the
project went uncompleted when I left.
So, what would I do? I would not react defensively as I may have the first time I was accused.
I honestly dont recall my reaction the first time I heard that from a student, but it no longer
phases me. I simply explain that different programs and different teachers have different
standards and different expectations. If that student is concerned about his/her grade, Ill happily
meet with him/her to make a practice plan for success, but I would not change the way I grade
nor change my standards.