Let's Chat About... Your Must-Do Move After Mid-Terms

(Wonderful readers, as fall pushes forward, so does the college term. Here in Seattle, students only started classes toward the end of September, but many of you are in mid-terms already. Whether you're still transitioning into college or actively experiencing your first major exams, my advice this week is going to seem like a no-brainer. Take my words to heart: I'm making this recommendation because too few students actually do it and the impact for not taking this tip is huge! Read on and I hope you will comment at the end). 

"But I needed a 3.5 in this class!"

"Is that really that my final grade?"

"Is there anything I can do about this?"

If I only had a quarter for every time I hear some variation of this statement at the end of a term! The subtext is pretty transparent:

"Oh, crap! I didn't get the grade that I needed/wanted and now I am in deep doo-doo." 

I am continually amazed by how many students allow themselves to be blindsided by grades at the end of a term. Now that it's mid-term time, do not let the blindside happen to you! Right now, you have plenty of time to either:

a) Keep working at the awesome grades you've already earned; or,
b) Nudge a grade slightly higher to reach a certain goal; or,
b) Try to save yourself from a poor grade or failure.

So what's the communication lesson? (Yes, we're back to it!)

It's time to make an appointment with your prof and find out where your grades stand!

Here's what you do:

First, get your mid-term grade back, if you have a mid-term. If you don't have a mid-term, then you can move right ahead...

Next, go to the syllabus and look at the points possible to date. Calculate your grade, either on paper, or go to the grade book in your course management system.

Take a breath... Are you celebrating? Are you freaking out?

Remember:  If your grade is a heart-stopper in a bad way, there are still things you can do, but you must act now (more on that in a second).

The bottom line is that you have to know where you stand at this moment--while there is still time to make a plan of attack.

Now, it's time to to talk to your prof... regardless of where your grade stands unless you are 100% certain that you are going to be able to maintain the grade you are desiring without any additional assistance or guidance. Not 100% certain? Keep reading...

E-mail or go up to your prof. Say, "I would like to make an appointment with you to discuss my grade. When is a good time to do that?" You can certainly also visit your prof during office hours, although in one case, I'm going to advise against waiting for that.

Now, you're sitting in your prof's office and one of three conversations is likely going to go down:

Talk #1--"My grade is fantastic! How do I keep it?" 

You are probably doing just about everything right at this point--studying hard, turning in your work for early review, communicating with your prof... So, before you have this conversation, look ahead at what's due. Do you see a particular assignment, major paper, etc. that could threaten your grade? Time to discuss it!

"Professor, I checked my grade and things are looking good for me so far. I'm happy with my grade and intend to keep it. Do you have any particular advice so I can meet that goal?"

or

"I'm a little concerned that my grade might go down because of the term paper/final exam/assignment #3, etc. I'd like to do what I can to make sure that doesn't happen. What do you recommend? When should I check back with you to ensure that I'm on track?"

Talk #2:  "My grade is not what I was expecting. What the heck's going on?" 

Before you enter into this conversation, prep your documentation: You should have your assignments in hand, particularly any down-graded work (obviously, it's far better to talk about a less-than grade at the time that you receive the less-than grade, but having this discussion at mid-term is far better than at the end of the term).

Say, "I calculated my grade and it is lower than I was expecting. Can you double-check to see if my calculations are correct?"

A variation of this conversation may be: "I am currently slightly below a 'B', which is what I'm trying to get in this class. I'd like to discuss how my work needs to improve to increase my grade."

You can also say:

-"Am I missing any assignments?" (This definitely happens and the onus is always on you to follow up! The prof is not going to chase you down wondering why you didn't turn in work. Also, if you are uploading or attaching to e-mail, technology can fail! The onus is still on you to make sure your work is in!).

-"Can you be more specific on why I received a lower grade on assignment 3? I should have asked you about it at the time you returned it, but I didn't and I'm sorry about that."

-"I'm hoping to still earn a ___ in this class. Do you believe that grade is possible? What do I need to do to make this happen? Can I have you look over work before I turn it in?"

-"I'd like to follow-up to see where things stand in a few weeks. Is there a particular assignment that should be graded first before I meet with you again?"

Talk #3:  "My grade stinks. Can I save myself?"

Before this conversation starts, be realistic with yourself. Your chances of acing the term may well have passed. A "C" might be your celebration (like I talked about in this post). Depending on how much work is left, an "I" (like I discussed in this post) might be another possibility. Or, you may make the decision, with your professor, to drop the class entirely. Regardless, if you don't meet with your prof, you won't know what your options are.

The success of this conversation is going to lie in what you are willing to do to remedy the situation. Your words have to indicate that you intend to be proactive between now and the end of the term.

Start by asking your prof:  "Can I set an appointment with you to go over my grade? I think I might be failing the class or barely passing and I want to discuss my options."  I wouldn't leave this particular meeting to office hours. Be direct about the nature of the meeting.

Two things you need to do to prepare:

-Have a list of your existing grades in hand so your prof can look at them with you. You will both need to analyze what assignments are left, and what you would need to earn in order to pass;

-Look at the schedule of upcoming work and make sure that you will be able to bring yourself up to speed, especially if you were behind on work.

Now, to have the discussion:
If you were completely confused in the course or your work just wasn't up to par, now's the time to get serious about getting help: "Professor, I've been struggling in this class and my grade shows it. I need extra help, if I can still salvage this class and pass it."

If you slacked off and have decided to get serious, the reasons why don't matter, so don't make excuses. Instead, state intentions: "Professor, I haven't done my best to this point, but I'm determined to finish this course and hopefully pass it (Make sure you are clear that you realize your time may have passed for a high grade). I've reviewed the schedule and I've made notes about what is due and when. I would like to see if I can check in with you to stay on track as I'm meeting my deadlines." 

You can also say:
-"Will you accept any work even though it is already late?" (Mention the late policy that exists in the syllabus. No promises here, of course, but you can ask). 

-"Do you believe I can still pass this course? What kind of grades do I need to get on the rest of the work?" (Disclaimer: Your prof may not be able to answer this for you right now--you may need to check in again after a few more assignments are turned in).

 -"Do you think it is in my best interest to drop this course?" (Only take this option if you and your prof determine that there is no possible way to recover! Read this previous post about exit strategies and why they are usually a bad idea).

As important as it is for you to be proactive, it is even more critical that you are accountable. Remember, the prof doesn't have to give you any latitude whatsoever if you've just decided to care about work that you hadn't given a second thought to previously.

If you get help, an opportunity for a do-over, or a willingness for early review, do not miss one deadline and continue to follow up!

All that said, it is your prof's job to help you figure out your standing. Believe me, he/she will be so much happier to analyze the situation with you now, rather than pick up the grade pieces when the term is ending and nothing more can be done.

So, are you ready? Get through your mid-term, and make that appointment. I'd love to see a slew of comments at the end of this post saying "I did it!" (Meaning, you checked on your grades and discussed anything that you needed to with your prof. I'd even be happy if you just make the appointment!).

You're still reading? Don't you have some office hours or an e-mail address to look up? Hmm? Hmm???

Let's Chat About: How to Discuss Participation Points

It's time for another quick discussion in my not-quite-so-new "Let's Chat About" segment! 

Does your prof give points for participation? 

If so, do you know how that grade is calculated? 

I saw this Inside HigherEd post back in July about how much participation points should/should not count toward a class. It made me think back to my own college days when I'd see "Participation" mentioned in the syllabus. . . with no clear explanation of how those points happened. 

I always wondered if the prof made little checks next to my name every time I opened my mouth in class. Or, did my mere presence in class presume my participation? Or, was there an entirely different, more objective formula for calculating those points that I didn’t know about?

(Did my professor scream, "Muhahahahahaha" when figuring up those points? I wonder...)

From your prof's perspective, participation points can be derived a number of different ways: 

-How often you open your mouth in class and constructively contribute to class discussion

-How much you attend class

-How actively you participate in group and partner activities

-How many times you ask questions and propose answers (not to mention the quality of those questions and answers)

-How substantively you write and respond to others on an external discussion forum, Wiki, blog, etc.

These are just some examples; there are countless others.

Bottom line: If your syllabus talks about a participation grade, those points should not be a mystery. 

So what's the communication lesson here?

Ask questions about how your participation relates to your overall grade! How do you do that? 

Here are tips: 

1) Go back and look at your syllabus. If participation points exist, are they clearly explained? Hopefully the prof discussed what he/she expects on the first day, but if you are unsure and the syllabus doesn’t define the requirement, say, "I noticed on the syllabus that 20% of my grade is based on participation. I want to make sure I understand what to do to earn those points."  

2) If there are not distinct participation points mentioned in the syllabus, but other statements allude to interaction in class (think attendance, contributions to discussion, participating in activities, etc.), then your prof may not actually give you points for participation, but could take it into consideration later if you are thisclose to getting a higher grade. You certainly can ask your prof, "I don't see participation counted in our overall grade, but does it make any difference when you are determining my final grade?" 

If your prof has an attendance policy and you can lose points for not being there, showing up is a measure of participation. However, being there in body isn't all that your prof expects from you, so find out what you need to do. 

3) If your syllabus does state that you need to show up to class, speak up in class, and play the prof's reindeer games in class in order to earn your participation grade, find out how those points are tracked. Does your prof give you a check mark every time you utter a word? Is your attendance a declaration that you are participating? First, ask: "Can you tell me how I'm doing on my participation points so far? My goal is to earn full points in this area.” Or “Am I meeting your expectations for participation?”

Then, you can add, “Is there a way I can keep tabs on my participation to make sure I’m meeting all the requirements?” If your prof is using BlackBoard, Angel, or another course management system, maybe you can view these points in the gradebook yourself.

If the prof tells you that you need to speak up more or contribute in class differently, say: “Can you give me an example of what you expect?” If you feel you are doing more than you are getting credit for, then ask, “How are the points tracked? I'm concerned that some of my participation is being missed."

4) If your participation involves online work, such as discussion board posts/responses, and you are not receiving full points, here’s specific advice on how to expand your writing.

5) If you are unable to participate in class in the way that is expected of you (channeling this post with Melvin whose cultural norms did not support him speaking openly in class), then you need to tell your prof specifically, “I am struggling with speaking out in class and I know it is expected. I am worried about earning my full participation points. Do you have advice for something else that I can do?”

You can ask: 

-"Can I submit questions to you ahead of time?"

-"Can my participation in paired or group situations count more fully?"

or 

-"Can I do additional work in another area?"

Your prof may or may not agree, but talk about it so you aren’t blindsided by fewer points.

You may also want to consider speaking out in class even once or twice just to see how it feels to share your thoughts openly. Maybe you’ll find a newfound confidence in sharing your voice!

Best wishes to you, wonderful students, as you participate in all the wonderful opportunities available to you in your classes! I’d love to hear how it’s going!

Colleagues, I abandoned participation points a long time ago. I felt that participation would bear itself out in the many other opportunities that I have for collaboration. What do you think about the Inside HigherEd piece? I’d love to hear!

When a "C" is a Lifeline... or a Life Lesson

I've got one, and I'm actually damn proud of it:

A "C".

An often misrepresented "C".

You know, the one that many students think is really an "F" in disguise.

Every single term for years now, I have the same conversation over and over again with at least a few students about "C" grades:  Many students equate it with failing.

I've even had students tell me that they'd rather drop a course entirely than receive a "C"--and we're talking at the end of the term!

This always surprises me. Is a "C" what every student should strive for? That's a personal decision, of course, but in my opinion, I would say hard work and grade excellence that goes beyond a "C" is in order.

However, I do believe there are times that a "C" has its place, and not in the "like-an-F" category that it so often gets lumped in. 

I think we need to "re-message" the perception of a "C".  A "C" is a midline grade--typically 70-ish percent.

Last I checked, that's average.

Not failing.

Not high achieving.

Just average.

There are times that "average" absolutely has its place.

As I said, I have one "C" on my transcript from my first two years of college.

And I'm here to tell you that "C" was completely hard-won.

Now for the story (Of course, there's a story!):

It was summertime, Vegas (my hometown), 115 degrees.

I was taking a few core classes at my community college, one of them offered twice a week for three hours.

I could handle it. We weren't talking about twice a week, three hours, for the rest of my days on earth... just six weeks (or whatever the summer term was).

The professor walked into class wearing a tweed sportcoat.

(Yes, the sportcoat had those pleather-looking elbow ovals.)

Did I mention that it was 115 degrees outside? The air conditioning in the college wasn't that powerful.

After a brief review of the syllabus, the professor pulled out a legal pad.

The prof proceeded to lecture from that legal pad.

For. Three. Hours.

Now, I was a diligent student. In my last post, I mentioned that it took me six years to return to school. This class was on my return trip to college when I was striving to become a college prof, so I was extremely dedicated.

The first class session, I took very thorough notes during the neverending lecture.

I hoped that the lecturing from the legal pad would be a one-time event.

It wasn't. This was apparently going to be the teaching method for the entire summer term.

The second class session, I took less thorough notes, but made a few flower and lightning doodles on the side of the paper.

The third class session, I took scant notes and made more elaborate sketchings. I think I drew the Sistine Chapel or Wembley Stadium... or maybe it was just a lopsided 3-D box.

The fourth class session, I took even fewer notes, but found that I was very good at passing notes with an equally mind-numb classmate. 

The fifth class session, I was taking no notes, but passing notes the entire time.

(Hey, at least I was writing something. Two students in the back of the room literally played Gameboy the entire three hours!).

Did I mention to you that I was just under 30 when I was attending this class??? In other words, I knew better. Not to mention, remember that I said I was returning to college to become a college prof?

Right. I'm disgusted by my own reflection of this behavior.

Bottom line: I wanted to scratch my skin off with jagged fingernails in that class.

Even worse, ready to hear how my grade would be calculated?

-Six multiple choice quizzes
-One mid-term
-One final exam

I have been known to stink at test-taking, even when I am not passing notes or watching other classmates play Gameboy.

I was screwed.

After the first quiz where I scored one of those average grades, I tried to talk to the professor about what I could do.

I'd love to say the professor was helpful, but no. I could really answer my own question:

Listen closely. Take better notes. Read the book.

I tried with everything I had in me to do those things. But I let my anger about how bored I was take over. That anger cost me my grade.

I had one thing working in my favor:  The book ended up being the primary source for the test material. So, although I was taking notes in a very minimal way, the reading saved me.

That and the fact that a ton of students also did poorly. Hence, many of the scores were curved.

I did not fail, but somehow, some way, I ended up with a "C".

I have to tell you that I could have thrown a party over that grade.

That "C" represented my weeks of sticking with that class when I so desperately wanted to run out into the oppressive heat and never return.

I attended every single session, sat through every one those drawn-out lectures (in body at least, not always in mind), braved my way through those tests that inevitably covered so little of what those lectures contained.

I shouldn't be proud of that "C", but I am proud that I didn't bail on a bad situation.

I am proud that I learned more about myself as a student in that particular class than in many others.

I am proud that I decided, both philosophically and practically, the type of educator I would and would not be because of that class. 

I am proud that I didn't fail.

So what's the communication lesson here?

There are many, many reasons that "C" grades happen. Here are several:

-You take a class on a difficult subject that you simply can't get into and you make an agreement with yourself that you'll just squeak by.
-You have a life event occur during a term that threatens your stronger grades. You are unable to salvage enough to achieve your usual high grades, so you have to settle.
-You miss the mark on several high points-bearing assignments, earning B-level work or even "C's". You receive "C's" on major exams, too. Combined, all your grades average a "C".
-You are truly fine with getting "C's" in college and plan to be a "C"-career student.

My first communication advice is to have a talk with yourself accepting your decision. However, if you are the comfortable "C" student, you've probably already done that.

I say you need a second conversation. . . with your prof. Why? Because what you may consider "average" work might be substandard "D", or worse, failing work to your prof. You don't want that "C" to end up being lower.

You can say, "I am just trying to get through this class and I'm fine with finishing somewhere in the 'C' range. Can you look at this major paper and help me make sure I am not slipping lower than that?"

(By doing this, guess what? You might end up actually earning a higher grade due to the improved feedback loop! Would that be so terrible? Just saying...).

Let's say that you're the UNcomfortable "C" student. The "C" is not your norm and you are mortified about it, so much that you would almost rather drop the class than see the "C" on your transcript!

By all means, go talk to your prof, as well, and do it the minute you believe your grade will be threatened. NOT at the end of the term!

You can say, "I'm ordinarily a very strong student. This term, I am struggling with ______________ (something about an assignment, your life situation, etc.). I see that I may end up with a 'C' grade, based on my calculations (you can also say that you fear your future work will also result in a 'C' grade). Can you offer any advice so I can raise this grade?"

You may want to also ask the prof to recheck your calculations to be sure you will end up with the "C". 

Do not say, "You gave me a 'C'!" or "I wasn't expecting to do this horribly!" or "I never get 'C's!" Accept your responsibility for your role in the "C". If you believe that there is a bigger problem, such as grades that truly seem incorrect, then this is a different issue that you will have to responsibly and appropriately challenge, and maybe take higher, as I noted in my previous post about "I" grades.

If you end up like I did, and you have that "C" as part of your world, I ask that you communicate with yourself, once again... 

Please, please try not to beat yourself up over it.

Yes, I realize that GPA's are precious. Yes, I realize that scholarships and financial aid are at stake. I don't diminish those important facts, and to that end, I recommend that you communicate proactively about your "C" grade with your adviser, financial aid department, or anyone else who will need to know that your grade wasn't where you expected or hoped it would be. 

But, here are a few realities:

-You can retake that "C" class later and try for a higher grade (financial aid won't pay for it, but you might be willing to).
-A "C" is far better than dropping the class late in the term because what if you never get around to taking that class again, or what if your schedule prevents it? At least you have the credit and the points from the "C".
-You can average out a "C" on your transcript by earning additional "A's" in other classes.
-You can communicate positively about your "C", if it ever comes up. Talk about your pride, not necessarily in the grade, itself, but in the fact that you did not give up, despite your circumstances.

Is a "C" the ideal? No. Not if you are someone for strives for more. I know that the "C" feels like failure and I don't take that away from you.

But a "C" is NOT the same as failing.

A "C" is simply average.

Sometimes, when your world or a college class becomes more of a cross than you can bear with usual excellence, a "C" can be a lifeline... or a life lesson. 

Scooby Brownies and Dead Squirrels: Why You Should Run Ideas By Your Prof... and Listen to Their Feedback!

Student wanted to teach the class how to make brownies.

Background scene-setting:  I was in graduate school. As a graduate assistant, I taught a 101-level public speaking course. One of the major required speeches was a demonstration speech. I always encourage students to tell me their topics ahead of time so I can do what an instructor is supposed to do:  Help them with their content, ideas, references, etc. This student was taking my advice. 

"I think your audience may already know how to make brownies," I said. "The goal of a demonstration speech is similar to an informative speech:  You want to raise the awareness of your audience. Teach them something new."

"Like what?" Student said.

"Well, if you want to do something with brownies, what about another variation of brownie? Rocky road brownies? Low-fat brownies? Brownies with cream cheese swirls?"

Student nodded and suddenly looked confident. "I think I see what you mean now," he said.

Student left and I felt pleased with myself. I helped with an "ah ha" moment. I loved teaching communication already!

Fast-forward to the day of the speech. Student strides to the speaking area, lays out his materials, smiles at all of us in the audience. He begins:

"How many of you watched Scooby Doo when you were a child?"

A number of students raised their hand.

Student continues: "I have a few facts to share that I bet you didn't know about the Scooby Doo show. They were all on a psychedelic drug trip. That's right... All those kids were doing drugs."

My students laughed. I think I threw up in my mouth a little.

Something told me that these brownies would not be the ones I've seen on the Food Network.

Student continued:  "Now, of course they couldn't show you the drugs 'cuz it was a kids show, right? No. They did the drugs another way. So, today, I'm going to teach you to make Scooby's Brownie Surprise. You can do it in three simple steps."

Student looks at me and smiles proudly, as if to say, "Ms. B., I took a new twist on the topic--just like you told me! And check me out, nailing my thesis and mapping statement!"

Where the speech went from here (not very far!) isn't the point of this post. Suffice it to say, I intervened, but being a new instructor, I fumbled over the process and learned from it.

Thankfully, Student didn't have any actual "ingredient" ("Like I'm really going to give it away in class, Ms. B!" he said) on him. 

Instead of focusing on what the student was speaking about--definitely a memorable day in the Annals of My Teaching--let's focus on how the communication went down:

Student did the right thing by coming to me early about the topic. However, the alteration required an instructor reconnect. This was not the first time that a student quasi-informed me of what they planned to do and then took a very liberal twist on my advice. Or, worst, completely ran off the rails and just did whatever they wanted, despite my perception that their approach needed a change.

Some examples:

-Two students in the past few quarters who were hell-bent on delivering yet another speech on legalizing marijuana. I told both of them that if they wanted to do this topic, they needed to find a fresh, new angle on the subject. I've been asked about this particular topic so much over the years that one day, I spent part of my afternoon researching "pot news" (yes, on my state computer, but I did check with AT to make sure this was okay) so I could make some suggestions on how to tackle the topic by highlighting new legislation. What did each student do? Deliver yet the same, everyday speech on why we should legalize marijuana. I remember one speech being far more passionate than the other, but no new twist. No new angle. No favorable grade on either, mostly due to lack of quality sources. 

-A student who wanted to bring her pet chick to class to discuss how to raise a baby chick. I said, "Live animals are unpredictable and can distract the audience so they don't listen to your speech." For a little levity, I added, "And, the chick might poop on the floor." The student did bring the chick to class. The students were greatly distracted. And, that squishy chick poop stained the carpet.

-Every student who approaches me each quarter wanting to do a speech on quitting smoking or some form of exercise. My answer is always the same: "The audience knows that they should be doing it (exercise) or that they shouldn't be doing it (smoking). What new angle can you take on this subject so they will listen to you?" Yet again, the same exercise and smoking speech occurs. Wait, I should have put global warming in that topic thread, too.

And, finally, ranking right up there in the Scooby Brownie Hall of Fame ...

-A student who wanted a unique visual to go along with a presentation she was doing on poverty. I suggested an image or maybe a graph with some surprising statistics. What visual aid did Student land on? A frozen squirrel, wrapped in tin foil, in a Ziploc freezer bag. Student asked the audience to imagine the smell if the bag were opened. The stench of the rotting, dead squirrel equated to the stench of poverty. And we'd better do something about it.

(I know what you're thinking. Yes, these stories are all TRUE.)

What's the communication lesson?
  
First, tell your prof what you plan to do.
I'll elaborate on the issue of students failing to ask for any help in a future blog post. I'll start the conversation here:

Too many students keep their ideas for papers, speeches, and projects to themselves, never gaining important feedback on if their idea is viable, credible, too broad, too narrow, too complicated, too anything. However, if your professor will be evaluating your work, doesn't it make sense to ask that person's opinion on what you are doing to ensure you are on the right track?

You don't want to find out when your grade comes back that you missed the mark just because you didn't run your idea by your prof! 

Again, Scooby Brownie Student did the right thing by coming to me, so I do have to applaud that effort. (In retrospect, I should have supported those mundane brownies!).

One side note: When you tell your professor what you are doing, be confident that it is what you want to do. So many well-meaning students ask me, "Which topic do you think is best?"

My response to the student is always: "Let me turn that around:  Which one of these topics are you most passionate about? Which one can you put yourself behind and feel good about? Which one will have credible research? Which one will meet the time limits for your presentation?"

The whole reason for my existence on campus is not to hear speeches or read papers about things that I love, like, or can even tolerate. I always tell the student that my feedback is not about me. But it is my job to see the bigger picture:  Encouraging the student to pick a topic that they can put their heart and head behind--one that is researchable and viable, and that meets the assignment requirements. 

Second, listen to the feedback you are given!
Although I know that an honest evaluation of what I believe will work and not work in speech topics, papers, etc. can hugely piss students off, I'd rather be up-front with that hard conversation a) before the student has already produced a boat-load of work; or b) before my evaluation is official and requires a grade.

Your prof's job is to help you work with your ideas. You shouldn't have to totally abandon them, but you may have to tweak your angle or find a new approach. And guess what this is going to require? Time and research! This means you need to talk to your prof early so you will have the time to do the research that you need.

When you hear from your prof that your topic won't work, that person should instead tell you another way to bend what you want to do. If that doesn't happen, try to first come up with some alternate ideas yourself and say, "What if I just use this part of the topic? Would that give it the focus it needs?"

Or, if you are totally lost, you could say, "Can you give me some examples of what another version of my topic would look like?"

Keep in mind that your professor does not know everything about every topic. But someone who has access to that information is your favorite neighborhood librarian. Never be afraid to use your campus librarians or even the librarians at your public library, who can help you with ideas that are viable and researchable. 

Bottom line: Listen to what your prof has to say and heed the advice! If your prof is helping you ahead of time, he/she has nothing to stand to gain or lose if you take the advice or not. In fact, that person is spending extra time to ensure that you are successful. If you strongly disagree with the advice, say so and ask for further rationale of the prof's position. See if you can reach a compromise.

If you decide to run with your original idea. Don't be surprised if you receive the same exact feedback that the person gave you already, but this time with a grade that you might not expect.

Will this be because the prof hates you because you didn't accept the advice? That would make a great story, but no. There may have been absolutely nothing wrong with your plan under other circumstances, but it may not have done what it needed to do for this particular class. Your low grade and pointed evaluation will happen because your prof told you what would work for the assignment... and you decided to go with your plan anyway.

Finally, if your plan vastly changes, go back to Step #1.
After you change your approach, don't do what Scooby Brownie Student did and just run with it. Pass your new idea by your professor. Say "I did some research and here is the new angle I've decided to take with this topic. Can you tell me if I'm on the right track now?"

In Student's case, this person probably did not want to hear what I had to say. The idea probably seemed brilliant at the time (and I can only imagine what was happening at that time), and there was a fair chance I wasn't going to go along with it.

I've seen this time and time again:  Either students are so married to an idea that they can't see outside or around it, or they simply don't want to invest the necessary time to give their idea a proper fit for the assignment specs. Sadly, my feedback and their grade tells the final story, and I can't stand the fact that we could have done something about it earlier.

Take a step back from what you want to do. Listen to your prof tell you what you need to do. You'll probably be happier with the outcome.

I have always said that there are as many interesting student stories as days that I spend in the classroom. In all of the situations I mentioned, I hope that the students learned from their decisions. I have certainly learned far more from the times I decided to "go my own way" when I thought I knew it all. I remember many of those instances being painful at the time, however.

As I write these last few lines, I'm laughing to myself:  I just remembered, and it is quite fitting:  My 7-year-old asked if we could make brownies this week to celebrate a camp performance that she had this past Friday.

They aren't going to be your run-of-the mill ordinary brownies.

No way.

We're keeping a little healthier around here and we're going to make the "No Pudge" variety.

The "surprise" ingredient?

Light or fat-free yogurt.

If only Student could have gotten that this twist on the norm was more what I had in mind.