Wasted chances

In India, for almost everything you do (or rather don't, in this case) you have an out. For a student who does not do well at an exam and fails it, there is always the ATKT system. Or the re-examination situation. A sort of second chance for those who could not make the most of their first. Should educators be against it? I am not sure. It depends, and I have not checked any research or analysis to claim either way. 

Am I against it? Big time. And I talk here merely from my own experience in the classes that I teach. Since I teach at autonomous and private institutions, for once, the University cannot be blamed. Except of course for allowing the ATKT system to thrive, since all the other institutes follow a similar pattern. There was a moment, a couple of months ago when I wanted to punch someone. Of course, I didn't. It was when I was informed that I had to set a paper for the ATKT exam. I stood there, shocked. 

Let me explain. I do not teach a theory paper. I teach classes on skills - communication and presentation, among others. I also teach editing to postgrad journalism students. And none of these subjects can be tested in the purview of an exam! How am I going to test a student's body language in a written paper? And his or her ability to cross check facts when editing a written piece? 

Finally, I was able to explain the programme heads and course coordinators that an exam was not possible, I never conduct one even in my regular classes. I try and adopt a constructivist approach to my class, and have set up a continuous evaluation process based on a mix of take-home, group, individual and in-class assignments. These are based on real life situations and encourage the students to think. 

Even then, I had to do something about giving those students another chance, who had failed in my class in the first semester. So I did. I set another assignment. It was not the extra work that bothered me. It was not the fact that it was just expected that a second chance would be given without a valid reason, though these were and remain major concerns. 

It was the fact that you could have it so easy when it is an ATKT. The students in question had failed for a reason. Not attending class. Not submitting assignments on time. Not paying attention to the details (which is an absolute must in many cases). And most of all, not working at all on the assignments at hand and turning in extremely shoddy work. And in one stroke, just like that, they had another chance, working on which was much easier than the first. One assignment, hundred marks. So much easier that their peers who worked hard on multiple projects. 

That's not even the worst part. The students made the same mistakes again. Neither of the ATKT students submitted work that was good enough to pass. But pass they will. Why? Another feature - called 'grace marks'. The deficit between what you need to pass and what you have. Just donated to you. And with this grace they will go home with a diploma. What is it's worth? Only the industry will tell. I am just concerned with a very short-term and straight forward thought. How can I even compare the 50/100 scored by these ATKT students to another sincere student's 64/100? More importantly, how do I live with it?

Marshall and me

'The medium is the message' - Marshall McLuhan

 Okay, the title is a blatant copy from a blog of the same name. But it is also about me and Marshall McLuhan in my Theories of Communication class.  By the time I reach to the session on McLuhan, students are quite used to the format of the class, and the theory bit of it. Always, I am the one super excited about this class, since there is (or so I think) a great assignment (the final one, at that) lined up after the class. It is one that makes students think hard, and use their mental faculties to the utmost.

McLuhan statement, 'The medium is the message' brings forth some really classic facial expressions as instant reactions. Ones that could be, if possible, preserved for posterity. They range from 'has she lost it?' to 'OMG, I don't believe I have to sit through this'. I know they are confused in the beginning. I also tell them that. But I expect them to be with me through the class and get a clearer picture at the end of the session. Invariably, that happens. They realise, comprehend, and learn to interpret in their own capacities. And if that happens, my aim is reached. It is what I have always encouraged them to do. After that, I hit them again - by telling them the assignment is also about one of the best selling novels of modern India - Amish's The Immortals of Meluha. Yes, they have to read the book. Half of them just give up then.


I understand completely that I am throwing them in the deep waters by basing an important assignment on a short class of only a couple of hours with McLuhan's work. Although I expect that they will refer to McLuhan's work outside of the class, it is too much to expect. If a few of them do, I consider myself lucky! But I equip them with a float too. I tell them that they can go to the farthest stretch of their imagination in interpreting McLuhan and using his statement for their work. There is no right or wrong, all they need to do is to convince me (the reader of their papers) in favour of their arguments.

It would be clichéd to say that a lifetime is not enough to study McLuhan. I'm sure it is, only, I do not have an additional one to try and find out. So, I maintain, that the time I have in my life is not enough to study McLuhan thoroughly. I am, however, grateful that I was introduced to this man. Educator, philosopher, and scholar—a professor of English literature, a literary critic, a rhetorician, and a communication theorist. Isn't that perfect? Well, to add to that, he was a man who also coined the term 'global village', which is overused now! But most importantly, he predicted the existence of the World Wide Web almost 30 years before it was invented. And that's where students need to be in awe of his foresight.

There's lot's we talk about, about inventions being the extension of human faculties - physical or psychic. About the wheel being the extension of the foot. Clothes being extension of the skin, and the internet being the extension of consciousness. 

Later, there are students who tell me they get nightmares of McLuhan. One student stated the class as the most boring moment of class, saying it was 22 slides of snooze. In my defence, there were only 16 slides. But there are a few who remember the man and his work. And when at the end of a particular class a student says "I now can think of so many instances I can use in my assignment!" And that's what makes it all worthwhile. Makes McLuhan my favourite session to teach. :)