Day 1 - LA County enters Orange Tier!
Mondays…
4/5/21. Monday
9:30 – 10:00 - This is my work day. After taking a close look at my semester schedule and experimenting with class prep and responsibilities, I’ve determined that if I power through and work 14 straight hours on Monday, I’m relatively free the rest of the week (unless I have papers to grade). This means I have no time for anything else though – I can’t exercise, walk the dog, no self care, eat-at-my desk lunch, etc. Mondays are hellish!
Up and I go downstairs to greet the dog. She pooped in the middle of the room and I am not happy about it. She doesn’t seem to care when I call her a “bad girl.” Outside we go and she does her business. Return inside and I still give the dog her treat because I love her – prosciutto for her, coffee for me.
10:00-12:30 – Blog posts.
12:30-2:00 – I go to work.
I email B. several podcasts that I think he might like, then print out the map quest for a beach trip I’m planning tomorrow.
-I need to update my “script” (lecture notes) for Chapter 10 in Specialty Class 1A so I write an essay on the current situation in Myanmar and add to my script. I’ve been putting this off for some time, but like most tasks, it wasn’t as bad as I thought it would be. L. designed the Google slides for this chapter, but some need to be revised. I go through my lecture notes and match the script to the Google slides, inserting a few new slides and making my edits in red pen so I can send them to L.
2:00-2:30 – Class is starting in 30 minutes so I review the Discussion Board and make a few changes. Then, I ensure that class content is ready to go.
2:30-5:30 – Class begins. I add an Announcement to the Home Page, telling the students that the last day to drop with a W is 4/9/21.
-The students are listening to a lecture, then a podcast, followed by a podcast quiz. I post the lecture and the Google slides first.
-I post Extra Credit grades to the online gradebook and return the 12 extra credit essay assignments I scanned last night to the students, via email.
-A student from Specialty Class 1A emails that she’s not sure how to complete the upcoming Socratic Seminar assignment.
Why don’t you look at the extensive edits I made on your last paper? Or review the sample responses I attached? How about listening to AUDIO lecture – Chapter 8, where I give hints and tips about the assignment? Maybe you can actually read the directions to the assignment. I email her as much and she never responds.
This is the same student who emailed a few weeks ago, screaming at me that she was unable to find the video and podcast quizzes, even though she completed most of them. She said these assignments were NOT listed on the Syllabus and she was very frustrated and she needs a good grade in order to transfer to a 4-year. How is this my problem? Every student in the class, except you, has no issue, whatsoever, with the format and has completed their assignments. Why don’t you read the Syllabus?
I email her the Syllabus, yet again [and it’s also on Canvas], where ALL the assignments are posted, and explain how confusing her comments are because she has actually completed most of the video quizzes. It’s obvious she’s leaving class early, because the documentary or podcast is typically shown at 7:30, followed by a 30-minute video or podcast quiz, which closes at 9:00. It’s a synchronous class – you have to attend from 6:00-9:00. If you don’t, you will miss the video/podcast quiz. I tell her as much and she sends another email, where she actually…apologizes for her oversight. F—k you. This entire exchange just took 30 minutes out of my day because it was more important for you to harangue your teacher than it was to actually read the f—king Syllabus.
-I check the gradebook and send a personal email to all students who have a D or an F in the class. There are 4 weeks left in the semester and it might be in their best interest to drop the class with a W.
-One of the students emails me and says she doesn’t want an F in the class and hopes “we can work something out.” Uh, you completed just TWO of the 22 assigned quizzes which are worth 1/3rd of your grade and the semester ends in 4 weeks. We are not “working anything out” and you are getting an F in the class.
-A student from last week emails me, complaining about her low score and saying she worked hard on the extra credit assignment. She wants to know why her score is so low.
Did you read the extensive comments I made on your assignment when I returned them during class time [6:00-9:00]? Or did you leave class early and have no idea that I returned your paper, even though I said I would be returning papers on the Discussion Board? I email the student and ask, “Did you review the extensive comments I made on your assignment?” I never hear from her again.
-A student from last week says she signed in on the Discussion Board and should not be marked absent. Additionally, she says she completed the podcast quiz as proof that she was actually in class. Uh, no, you didn’t sign in on the Discussion Board and it is not enough to log into class, take a 1-minute podcast quiz, and log out. This is a synchronous class which means you have to report to class every Thursday at 6:00 and remain in class until 9:00.
The student sends a second email asking why she got a 0 on her podcast quiz. I email her the Syllabus, which is already on Canvas, and tell her to see page 4 – “Students who do not sign in on the Discussion Board will be marked absent and will receive a 0 on all assignments due that day.” I never hear from her again.
-I post the link to the podcast.
-I take a paper attendance, then send an email blast to those students who did not sign in on the Discussion Board, informing them that they were marked absent and will receive a 0 on the podcast quiz.
-Two students email me, thanking me for the comments I wrote on their Extra Credit essays. One of the students says my comments will help her become a better writer. One bright spot in a pile of s—t.
-While the students listen to the podcast, I select musical clips for the lecture I’m designing for Specialty Class 1A. Then, I tighten up the script.
-At 5:00, I post the podcast quiz and start working on the Chapter 9 Home Page for my 6:00 class, which runs in an hour. Very pressed for time right now…
-I switch to the Discussion Board, update the prompt, and add tonight’s itinerary. I check class content and post everything with 5 minutes to spare.
6:00 – 9:00 – Class begins. The students have lecture, a chapter review quiz, a podcast, and a podcast quiz. I exit my office and make two salads – one for tonight and one for my lunch bag tomorrow – and return to my office.
-I eat my salad and post the same Announcement that I posted to the 2:30 class. Then, I email those students who are getting a D or F and advise them to withdraw with a W.
-I take a paper attendance. Everyone is here today.
-I switch to College No. 2 while lecture continues. I posted the new module last night and I check to see if there are any issues. There’s not.
-I take a paper attendance for my College No. 2 classes based on whether or not they completed the assignments from last week’s Module. Then, I send personalized emails to the students informing them that they did NOT complete their assignments and were marked absent. Because I’m being evaluated, I ask if they need assistance – otherwise, I wouldn’t care.
Because the administration refused to separate my high school students from the college students, lumping them together instead, I separate the highschoolers from the college kids, on paper, to see if any of the highschoolers need extra TLC. One of the highschoolers has not completed any of her assignments for three weeks and has fallen behind, failing to respond to any of my ‘reaching out’ emails. I notify the high school liaison.
-I post the link to the podcast.
-I prepare the Discussion Board for my upcoming Thursday-night class.
-I open my DE#2 class and start reading the material for this week’s module. The evaluator estimates that it will take between 2 and 4 hours to complete this module…six hours is more like it.
-I post the link to the podcast quiz.
-I continue with the DE#2 readings. I play an assigned 30-minute video.
-Class ends with no commentary or emails from the students. I have a glass of champagne. I play more video clips from the DE#2 class
9:00-11:00 – The DE#2 class instructs me to create two assignments in my “sandbox.” I create a Home Page, instructing my students to watch the documentary that I’ve embedded in Canvas (Assignment No. 1), then I design a 10-question, multiple-choice, video quiz for the documentary (Assignment No. 2).
11:00-1:00 – The DE#2 class next instructs me to create a “Welcome Module”, followed by a “Week 1” and “Week 2” Module. I find a “moving flag” gif for my “Welcome Module” home page. It’s actually waving in the breeze and looks super cool – I’m pretty proud of my accomplishment!
The DE#2 class next instructs me to create a “grade rubric.” This is new territory for me and takes some time. I’m not sure if I did it correctly.
1:00 – 1:30 - The DE#2 class instructs me to take a 15-question “Midterm” using Proctorio software, but when I try to log on, it says I need a code from my administrator. I meet with L. to see if she has any luck, but she doesn’t so she logs onto Pronto and asks my colleagues if they’re experiencing the same issues. L. says we’ll check tomorrow, which means I’m unable to complete the final assignment in this module.
1:30-2:15 – I do an Insanity workout, but have to stop after 20 minutes – too exhausted. I take a quick shower.
2:15 – 3:00 – I check the weather for all beaches tomorrow and it is terrible – in the 60s and cloudy. I find a botanical garden in Thousand Oaks that looks interesting and doesn’t take reservations. Hmmmm…
Night time routine. Bed.