Image provided by: University of Oregon Libraries; Eugene, OR
About Oregon daily emerald. (Eugene, Or.) 1920-2012 | View Entire Issue (Oct. 6, 1994)
■ OPINION Professors: It’s your turn to take a test! As student*, we got to take lots of tests, quizzes and exams But the fat uity are not privy to these par ticular pleasures It's just not fair, darn it I mean sure, they do research, give lectures and produce lengths treatises on important subject*, but what about tests' I o even things up a bit, to give fat ulty members a walk around the campus in their students shoe*, here's a quiz in mtm v«n v mvn. u s I multiple choice. a for mat most faculty members an* familiar with No Scantron sheets will he pro \ ided; this is a self graded quiz |ust do k the muz. and score Gayle Forman yourself. !f fat ultv _ members are still unclear about this kind of quiz. Cosmopolitan magazine hits monthly quizzes similar to this format Faculty members. hear in mind that tlm questions refer to your feelings about undergradu ate students only. Even if you're not on the faculty, feel free to take the quiz and see how you would add up as a professor, instructor or GTF. Here we go: (t) The most rewarding aspect of teaching is (a) The feeling of satisfaction I get from bringing knowl edge to young minds. (b) The salary l draw/will draw as a tenured professor. (c) The royalties I earn/will earn from assigning my own textbooks, which I update every two years. (2) I consider my students to be: (a) The future, the great minds of tomorrow, beacons of hope in tixiay's dark society. (b) Blank slates. Somewhat intelligent yet unsophisticat ed They get in the way of my research (<:) Sniveling brats whom I must babysit for four years until they depart this institution to lx< babysat by corpo rate America. (it) On tests, 1 demand that my students: (a) Analyze, examine and pontificate They should ques tion what they have learned and incorporate it into their own philosophies. (h) Show some thought on the sub)e< t on which they am being tested (i) Regurgitate facts I don't care if it does them any good i just want proof that they attended class (4) If I am leai hing a i lass of .10 students, which of the fallowing lire ribes inv exams?: (a) Essay. (b) Short answer (<:) Multiple choice (5) When 1 give tests. I: (a) Always show up for exams I'm in it with my students, and I want to show inv support. (b) I >nt my GTF give the test, but stay in my of fit e so that if problems or ambiguities arise. I am nearby to clear them up (c) Fake tln> opportunity to sleep in late, do research, gos sip My GTF can give the test («) My attitude toward my students' education is: la) 1 must hold their hands and t oddle them If I don't make it easy on them, they can't possibly sun eed (h) I try to challenge them, but 1 don't want go too far afield m lectures, lest I confuse them (c) I must push them forward, challenge them and give them fodder for thought. (7) If I push my students (academically speaking), the majority of them will: (a) Fall down flat on their faces (b) Stumble and lose all concentration (c) Rise to the occasion and push themselves even fur ther. (8) The readings 1 assign arc from: (a) Textliooks designed for the student mentality (b) Textliooks with some other hooks thrown in to widen the perspective. (c) An array of artii ies, hooks and texts that offer a wide range of ideas and views (!l) While in a lecture, 1 pause and ask for questions. Nobody has any questions (mm ause they: (a) Are too duil-w itted to grasp the complexity of the mate rial at till. (b) Art' too shv or embarrassed to ask (c) Understand what I have Ihsmi talking aliout and have no questions (10) If im students question the validity of my lecture*, assigned readings or one of my statements, I will: (n) Blow them out of the water with n stream of at tide mu jargon to which they won't know how to respond (b) l isten to what they say, nod mv head and ignore it (t ) Know that 1 am doing my job well Now S< ore Yourself. For questions one through five, give yourself one point for every question you answered with A. two points for every question answered It. and three points for every question answered (: For questions sis through ten. give yourself 1 points for every question marked A, two points for every question marked B, and one point for every question you marked ( Now arid it all up and find vour si ore below. 24-JO Tsk. tsk You don't have a very high regard for your students, do you ’ They are more of a bother than a joy You ask respts t front them hut don't offer to rvi iprocate. Why not try treating them like intelligent adults' Maybe it will work Knmilid yourself that you are here for them, not them for you 16-23 You seem to en)oy some of the psychic Umefits of tea« fl ing You realize that some of \our students are intelligent and motivated, hut you fear tern hing nliove the heads of all of vour students, so you keep it simple Sometimes, teaching is a (lain, a hassle, but sometimes you learn things from your students You like your older students better than the fresh ones 10-15 Hooray. You are probably a wonderful educator. You find that most students have the potential to learn any thing. and it is your goal to help them tap into that poten tial While you understand that some of your students don't give a toss about their studies, you i ater your ( lass es to those who do You integrate your outside research into vour classes lor this, we the students love you You got an A! Gaylt> Foreman is a columnist for the l.merald BACK TO SCHOOL FUTON SALE RIVIERA l ull Si/e Frame All Cotton Futon $199 HOURS: MON -FRI I I to 6 SAT 1 I to 5 SUN Noon to 4 CALGARY Full Si/e Frame All Cotton Futon $229 ROCK SOFT FUTON >tii)iosij:i:pi:r Pine Frame Cotton Futon Twin Size $129 CAMPUS AREA 1231 ALDER ST. • 686-6069 ESQ
