Students have amnesia and often forget that you will mark off or count them absent when they are late. This is why self-reporting is key for this type of student. Like the Absent Adams, arrange a meeting with the student and ask to see their self-reporting sheet. If they have not filled it out, remind them that this is a part of their grade. If the student has filled out their self-reporting sheet and it does not correlate with your own, you need to discuss the discrepancies. If the student argues that s/he has been on time, you do need to stay firm and remind them that you have the final say on this. Here is a conversation I had with a student about lateness.
Me: Are you okay? I notice you have been late to classes.
Student: I have not been late. Here is my self-reporting sheet.
Me: My reporting shows that you have been late.
Student: That can’t be.
Me: Perhaps you are confused when class starts. Class starts at 11 a.m. and you have been showing up at 11:30 am or later. I am sure you have noticed that other students are already present by the time you arrive. So again, is everything okay?
Student: I am fine and I did not show up at 11:30 am. It is more like 11:15 am.
Me: So, you do admit you have been late. You just said 11:15 am. That is being late. Correct?
Student: It is late but not that late.
Me: I do disagree with you on two things. First, your syllabus is a contract. The syllabus makes its crystal clear what time the class starts and the consequences of tardiness. By taking this class, you are in fact agreeing to a contract. Second, you have been arriving at 11:30 am or later. My notes are very specific. This is why I wanted to speak with you. However, instead of debating further, let’s do this. Since you have agreed that you arrived at 11:15 am to your classes, the syllabus makes it clear the reports you need to write to make up for your tardiness. So, please bring those reports in next week. Also, as soon as you arrive to class next week, I will ask you what time it is so you and I will be in 100% agreement of exactly what time you arrived. I really appreciate you speaking with me. I need to get to my next appointment. Have a good day.
(I then walked out of the classroom)
You will notice that I agreed to take the 11:15 am option requiring the student to write reports. This removed any further arguing or objections. Also, my suggestion that we both would check the time of arrival on the next class offered a solution. It is always a good idea to not allow a student to get away with poor behavior and at the same time eliminate disagreements and arguments. This student was being misleading and negative so I resolved the conversation with concrete instructions and then left before more complaints started to occur.
