While I have had a much less-stressful time preparing for section in the last two weeks, a student has become increasingly demanding, so much so, that I have involved my fellow GSIs and my professor.
First the change in my stress level.
After receiving the mid-semester feedback from my students in week 6 and 7, and putting together some (unique from my fellow GSIs, but related) lesson plans , and successfully managed unexpected questions in section, I think I have finally hit my stride. This means that I sleep better the night before the section and am not as totally exhausted after section.
As well, the weekly commentaries (8 total due this semester) are getting better, students how initially scored low seem to be reading and incorporating my comments as their grades are improving, and I have met with all my students at least once in office hours.
Taking all of the above together, it appears that my feedback is being taken seriously and that the way we work together in section (the way I run it and they way the students are reacting to it) is likable. The midterm is this week... so I'll know in a few days if the decisions I have made about lesson plans are useful!
A student in need?
I have a student who at first was simply demanding too much attention and at times making inappropriate requests or comments during office hours (which he would come to weekly if I allowed him to.) But in recent weeks, I have come to be concerned that this conduct (which I was able to adjust by laying down some, well, suggestions, if not rules) is a symptom of a larger set of issues. This student not only hadn't turned anything in by week 6, the ideas he was discussing with me about his paper topic were so grandiose and scattered that I called in my professor. I think he is "manic," or at least having trouble maintaining realistic expectations for his paper and the course in general. So does my professor. (There are a number of other behavior issues as well, but for brevity's sake, I won't go into it in great detail here, but please know that his grandiose ideas are not limited to his paper topics, and his mood has vacillated from extremely optimistic and confident to closer to distraught and his personal appearance has varied as well, in connection with moods.)
I told the student I was worried about his academic success in the class and he soon turned in his first commentary, which was well written for the most part, but did not satisfy the requirement and was very, very personal in nature. He has also informed me that he is taking the class P/NP (19 units in total P/NP), so my expectations for his academic performance have properly been lowered. But that didn't lessen the concern I had for his mental health or the responsibility I have for addressing what I have witnessed.
The professor and I have been in contact with Tang Psych (and Lynda Van Horne) and he (the professor) has some very clear instructions about how to proceed with the student. For instance, he will be clear with the student about take over all paper discussions with the student (the paper topic falls in an area of expertise and interest to the professor, so it makes sense), the professor will make himself available for a weekly meeting and will grade the paper. He hopes to begin a discussion now that can help the student create a realistic paper outline etc. AND he hopes to create a safe space for the student to talk about larger issues if he wants.
I am grateful to the professor for taking this on. I hope that he continues to do what he needs to do in the class/section and can eventually discuss whether or not he needs outside assistance.
The professor wants me to pursue a larger discussion with campus with a Title IX officer as what I described about the student's behavior can be considered borderline sexual harassment. I find that I am hesitant to do this, because "I can handle it," and "I'm tough" but, as a fellow female GSI suggested, not only do I need to consider the student's (possibly) larger health issues, but that I am certainly not the only female he is interacting with.
Time to make that phone call.
