Because I Said So, That's Why!

My online teacher is an arrogant ball bag!

For my final paper (three are a total of three papers and one portfolio), Professor Douchenozzle required a research paper about the No Child Left Behind Act. Given that it's the dominating legislation in education today, the topic seemed reasonable. However, when I went to the library last weekend to start researching, I was flabbergasted to discover that on the prompt he wrote, "It's hard to say how many pages this will be, but 10 is a good place to start." Lest you think I'm getting worked up about nothing, 10 pages is the same number of pages required for a final paper in gradute school... in English! ...where writing is the whole point. Also, this flew in the face of his course syllabus, which claimed that all the papers were three pages long.

To add further insult to injury, I went to the course website and discovered that the point values for our first three-page bullshit paper and this new 10-page monstrosity were the same. Both papers were apparently worth 300 points. Needless to say, I suspected that this might be an error or an extremely stupid decision on his part, so I sent him an email asking why the two papers were with the same number of points since the workload was clearly far heavier for the latter.

Also in the email, I asked him why the sample portfolio provided on the course website had almost nothing to do with the prompt provided. I'm usually pretty good at figuring out where teachers are coming from with their examples, but I couldn't make heads or tails of it. So I politely (honest!) asked about the point values and the portfolio sample.

Here was his response:

Mr. [MY LAST NAME]:

This is a 200 level EDU class. NCLB is THE topic of most import in education today. Don't worry about 'points.' Worry about presenting a paper that fulfills the requirements. If it does not seem fair to you, you always have the option of not doing it.

Read the folder: the INTASC standards are a "possible format" offered as a guide if you wanted some direction. As stated, we developed the format in an in-class Foundations class. They make clear sense if you understand they provide a coherent template for a port.

First of all, he talks about a "200 level class" as though only the most prestigious doctors and lawyers have signed up to take his lofty course. He's teaching an introductory course about education to a class that should be made up of freshmen and sophomores. As a former grad student, I'm the exception - not the rule. Furthermore, it's at a community college! Should this jackass really be flouting his holier than thou attitude? I realize I went to WVU, which is hardly a scholarly mecca, but at least that's a state university.

Ten-page papers aren't easy to write. They require a thorough understanding of how to craft an extended argument, and even in grad school I sometimes struggled with them. Granted, I think I'm pretty good at writing them now, but what about freshmen or sophomores who have only ever written four-page papers for their community college writing courses? It's not like he offers any help. In his requirement for an abstract, he writes, "If you don't know what an abstract is, any standard writing book will tell you." That's right, you dumb and poor bastards. Go look it up yourself! I'm just your teacher; I'm not going to lower myself to actually TEACH you anything.

And he acts like I've offended his sensibilities by asking about the grading system. I realize that grades aren't everything, but I do like to have some idea of how I'll be assessed in a class. It's not unreasonable to expect that longer and more detailed assignments that require more research and writing will be worth more than short three-page assignments that I can churn out in half an hour. Furthemore, he raved about my first paper, and he praised my writing skills and my commitment to going above and beyond the requirements of the class in answering the question. Did he really need to take a tone of complete and disdainful condescention when responding to (what I thought were) my reasonable concerns?And his response to my portfolio question essentially amounts to, "Read it again. If you understand it, it'll make sense." Seriously, nothing in his response makes any fucking sense. The prompt makes no reference to how that example gels with what's required.

As you may have guessed, I resented his implications that my questions were those of a stupid and lazy person who didn't bother to read directions. I wanted so badly to write a snarky and scathing response brimming with vitriol and dripping with sarcasm. But I quickly dismissed that idea. The arrogant old prick still has to give me a grade for the class, and I'm sure burning my bridges before I even cross them would be considered unwise. And he's the chair of CCAC's English department. I may never go to that dump again, but he may have connections that could bite me in the ass later in life. Suppose his wife is the principal of a school that I want a job at someday. Knowing my luck, that would certainly be the case. So instead of tearing him a new one, I took the opposite track. I sent a quick and thoroughly heartfelt reply that read:

Dear Professor [ASSHOLE'S LAST NAME HERE]:

Thank you for the clarification. I didn't mean to sound disrespectful or disparaging. The assignments will be completed fully and on time.

Deep inside me somewhere, I truly hope that he would feel guilty that I sound so repentant for having offended his sensibilities. But given this guy's track record (his emails to the class are equally condescending and rude), I suspect he simply nodded and said to himself, "Finally, someone who recognizes the splendor of my magnficence."

Arrogant old asshole probably thinks he's too good to be teaching at a community college and delights in his own superiority complex. One more week and I can bid his inflated ego a fond adieu.

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JP doesn't think he was ever this much of a douchebag to his own students, though surely at least one of them would disagree...