FAQ 1

Q1. How does one deal with absenteeism? Some students are almost habitually absent, and then there is sporadic absence, so that different students are absent in different sessions... How can we address this issue?

A: In addition, there is the problem that students might be logged in but are not paying attention, but there is little to be done there. Sometimes students have to mute mikes and switch off video for bandwidth reasons, in which case it is impossible to monitor attention.

However, it is important that teachers try to find out the reasons behind habitual absenteeism. Some of the commonly notice reasons are

(a) lack of internet and/or digital devices

(b) work pressure at home – (some students, especially in rural areas are expected to contribute to farm labor, household work etc.,),

(c) distraction and or depression and

(d) plain disinterest.

If the problem is (d) - and we have seen a lot of this pre-Covid! - some pep talks and peer encouragement may be needed. I have found it useful to find a specially motivated student in the class and ask him/her to talk to the disinterested ones as a peer. Works sometimes.

An empathetic view is needed for (a), (b) and (c). The College/University administration needs to address (a) particularly, and try to ensure that all students have the required hardware and data.

A buddy system, if it can be put in place, may be useful in combating (c). Students are more likely to talk openly to their friends and classmates than to teachers. Our role can be to try to identify effective teaching assistants at this time, and ask them to be available on social media at specific times to help.

Punitive measures will only aggravate the problems of the student. Teachers should speak to the student over telephone etc., and give necessary help.

At an administrative level, attendance can be marked like for any regular class, and the mandatory minimum requirement maintained. This may reduce absenteeism without valid reasons.

If students know that you monitor attendance diligently and call upon students to respond (in random order and at random times) casual absenteeism can be reduced.

(Do you have more tips? Write to us at dfot2020@gmail.com. We will share them on this site).