Last year I was bullied by several students who thought they could pressure me into giving them higher/easier grades. They tried everything they could, including manipulation, lying, disrespectful behavior, turning their classmates against me, and complaining about me to other faculty. In the end, all my students received the grades they had earned based on my syllabus and grading rubrics, so the bullies did not succeed. But the bullies did manage to make me feel so awful that I stopped bringing my class the level of enthusiasm and finesse that my non-bullying students deserved. Now that I am preparing for the Fall 2016 semester, I find that planning the course material is the easy part. What I am most worried about is preparing for how I’d handle it if a student tries to bully me, so that it doesn’t take so much of a toll on me and my work.
I’ve come to realize that while student bullies can be a challenge for any professor, I have a particularly hard time with them because after being mistreated early in life by my father, my more popular classmates, and others, I spent too many years believing I didn’t deserve any better. For instance, among the people I considered my closest friends as a teenager, several openly excluded me from many things because I wasn’t ‘cool’ enough, another threatened to hit me, and a third offered my boyfriend a secret sexual relationship on the side. How did I respond to my so-called friends when they behaved like this? I made efforts to please them by trying to accommodate the new terms they were setting for our friendship, and even gave them elaborate, hand-made gifts! Similarly, even after relationship partners repeatedly cheated on me or engaged in other manipulative behaviors, I stayed with them until they decided to break my heart by moving on.
I think this history helps explain why when someone treats me with disrespect (or worse), my first reactions are to freeze and to doubt myself, thinking that I must have done something to deserve it. But such reactions are particularly problematic in the classroom, because when my students begin to perceive cracks in my authority, their bullying attempts quickly escalate. As a result, even students who aren’t bullies have complained that I seem to lack the personality of someone able to stay in control of the class.
Armed with the realization that my students’ behavior is triggering painful memories, my plan is to try to focus on the ways the current bullying situations differ from the earlier ones being brought to mind. I do not care if my students like me; I do not need them to like me. I completely reject the idea that only naturally dominant, extraverted people can be effective college professors worthy of respect. Regardless of whether any student perceives me as authoritative-looking, I actually HAVE authority over my class, in that no amount of bullying will stop me from grading each student according to my own standards. I am hoping that reminding myself of these facts will help me feel less flustered and self-blaming the next time students try to pressure me, and in turn, help me come across as more authoritative over time.