My classroom becomes a totalitarian state every school year toward the end of October. In preparation for teaching 1984 to seniors, I announce the launch of a new program aimed at combating senioritis, a real disease with symptoms that include frequent unexplained absences, indifferent reading, and shoddy work. I tell each class that another class is largely to blame for the problem and require, for a substantial participation grade, that students file daily reports on another student’s work habits and conduct; most are assigned to another student in the same class.
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