A colleague shared an article from the Chronicle of Higher Education that focused on whether university teachers should take attendance. The author, Kelli Marshall, draws on an essay from Murray Sperber and argues that, despite the mixed research on mandatory attendance policies, university faculty should forget about taking attendance. Marshall’s argument boils down to the three larger themes.
1. As instructors, we work with developing adults who need to take responsibility for the decisions.
2. Without an attendance policy, potentially disruptive students will choose not to attend.
3. Students choosing to attend can be viewed as an informal assessment of the class and the instructor.
While Marshall’s article offers some thought provoking fodder, it also reminded me of an attendance-related decision that I made over a decade ago. As I enter my 25th year of teaching, I count this decision as one of the biggest instructional mistakes I’ve made in my career.
I was teaching high school physics at the time and I had the privilege of teaching in a classroom that was the farthest point from the cafeteria. This always presented challenges, especially when teaching classes immediately after a lunch period. Because of the distance and the number of students walking in mass from the cafeteria, a few students would come to class late. One year, the occasional tardiness became a little more routine. Several students showed up late everyday, which I began to look as a complete affront to my power and legitimacy as a teacher. I had to do something.
I decided to institute a daily 10-point quiz that students completed when they walked into the room. If students were late, they wouldn’t get to take the quiz and their grade was impacted. After a few days, I had completely lost the class. They lost respect for me and many of the students who once enjoyed the class now saw it as a police state. As I created a policy to punish the students who were a few minutes late, I ended up punishing the whole class. I think some of the students never saw me the same way after instituting that policy. That decision and the class’s reaction taught me two important lessons:
Pick your battles. Looking across the research the Marshall includes in her article, there are mixed results of instituting a mandatory attendance policy. One study, however, found that stressing over requiring attendance improved students’ rate of attendance, their academic performance and their attitudes about the class. I created a punitive policy that didn’t improve student tardiness but negatively impacted their perception of the class. Rather than instituting a punitive attendance policy, I should have just focused my attention on student learning and examined whether students’ tardiness had any impact on their academic performance.
Weigh the costs. In every instructional decision we make, there are larger impacts and costs. We may choose to spend more time on one subject, which causes us to spend less time on another. In this situation, I didn’t consider the larger cultural impacts of the decision and how it would affect students’ perception and attitude towards the class. And that’s the biggest lesson that I’ve learned from “my biggest mistake.” Classrooms are complex ecosystems that we as instructors need to manage with care. While some policies may seem to offer simple solutions, the resulting impacts are rarely simple.