本文发表在 rolia.net 枫下论坛一月入的学，全职读书全职上班对我是个极大的挑战，每天早上7点起床赶去学校上8点的课，到下午2点多课程结束再急冲冲地赶去公司，晚上11点半回到家再做功课。遇上一次2月份大雪，上完课去parking lot才发现急匆匆忘了关车灯，5个小时电池耗尽，偶在大雪中等CAA近1小时，真是个人滋味辛酸…..唉，又是一个“加拿大经验”，不提也罢。第二个TERM开始，英格丽似乎开始肆无忌惮，终于让我相信之前一些冠冕堂皇的话都是她的伪装。童话和幻想开始破灭，难的不是体力精力，痛苦的是自己的目标给人打碎。首先我不能容忍的是她竟然开始上课迟到，有时迟到达半小时之久，有时2小时的课她只安排讲半小时，剩下时间自己自习，她说她做“课堂答疑”，结果自然是所有学生立马收书包回家，她5分钟后也回家。那可是主课, 我交了钱可不是就让她来给我课堂答疑的。Lab课交180大洋买的耳机一共只用了几次，每次没用上10分钟，好几次她丢下我们“自己互相练习”，课程结束10分钟前才再出现。怒火开始胸中烧，我实在无法容忍这种不付责任。5月时，班上开始人心惶惶，一来知道各大公司会很快来人招下学期的实习生，但这次名额并不多，僧多粥少不说，面试会完全按照正式招工进行，有些需要二轮面试；二来英格丽的final测试很快就来，我们越发感到了得D的机会再逐日加大，这门课因为是口试，完全是她主观给分，没有任何纸上客观分数可以参考（大家都知道那可是咱们国人的强项）。这也正是她有能力废掉我们全部的原因，真正地所谓“说你行你就行，说你不行你就不行！”如果被废掉，是无法拿到证书的，实习的机会就更不用提了，几个ESL学生开始每天愁眉苦脸。正这期间，发生了一件事。

这门课的作业是要交tape的, 咱有自知之明，咱知道咱的分数不能跟被人比，咱跟自己比，我自认为作业一次比一次认真，第三次作业还专门请一个本地西人朋友给了很多意见反复录音修改不下10次交上去的，可成绩还是从刚入学第1次随意录的75分降到了现在的62。只有一个ESL同学得了69, 其他都在60边缘，另外4个不及格。我想不通，明显感到她在有意为后面fail掉我们做准备了。心在往下掉，怒火在头顶烧，下课马上走上讲台跟她理论。我问“老师，我能不能知道为什么我这次成绩会这么差，怎么会学了4个月咱录的音比刚进学校那会还差咧，这份作业我还专门请人帮我纠正了发音…..” 我话没说完，被她粗鲁地打断“who is the teacher?!” 正错鄂之间，她居然又傲慢地甩出一句“If you are unsatisfied with the mark, you can talk with the chair” 哎呀呀，这可真是一语惊醒梦中人。我当时给气了个7窍生烟，回了句“okay, I won’t talk with you anymore, I will let someone talk with you!” 就此痛下了决心，要揭竿而起了！

从来不打无准备之仗。准备一：我先联系班上所有的ESL学生，私下告之我准备投诉，请他们加入。这里我没有联系任何本地学生，一来他们体会不到我们的切肤之痛，二来也担心人多口杂，有些就是这里的年轻小混混，对什么都报着无所谓的态度，我可不想还没开战就先传到英格丽耳朵里。当下我知道除了我们2个中国人，还有5个ESL会加入签名。准备二：我听说秋季入学的中国学生曾经就他们全军覆没的遭遇给系里发过complain信，但不了了之，我跟其中一个女生通上了话，拿到了他们的投诉信。咱没开战得先分析前辈失败原因：一，他们是在拿到final成绩D之后才投诉，板上订钉，成绩都出了还怎么能改？出了成绩的报告再改回去那可是挑战制度，难度等于上清天。二，投诉的对象搞错。他们的信里投诉整个专业，认为系里招ESL学生就是误导，既然对语言要求这么高，为什么轻而易举就把我们招了来云云。我认为投诉整个专业一开始就注定了失败，挑战对象太大太广，我不投诉专业，这个专业让没让我学到东西另当别论，我看到的就是你的偏见和不付责任，最重要的是，是你会让我们fail, 我就投诉你------英格丽！

投诉时距离英格丽要考的那门主课的final还有整整2周时间。时间紧迫，我知道必须抢在开考前投诉。花了整整一个周末在家写了５页纸的投诉，我没有把底稿发给班上任何同学，不想事件没开始就先lose control，主要还是不确定最后到底有多少人能签名参与。只是通知他们周一上午课间集合，有重大行动。更多精彩文章及讨论，请光临枫下论坛 rolia.net

本文发表在 rolia.net 枫下论坛周一早上的课是偶上的最心不在焉的一次，英格丽哪里知道我心坏鬼胎，在密谋闹事。2小时的课她又1小时结束了，她夹着包走人，我正好召集所有ESL学生集中，开始传阅投诉信，让我高兴的是，其他六个同学全部签字了！这里还要说的是，前一天我将此事告诉了那个退学的老大哥，他也专门回来加入了我们投诉阵营。事不易迟，我们决定马上要求见管这个专业的chairperson。这里还要再次感谢楼上的“小快”，通过她我知道上届投诉就是这个chair直接handle的，结果不了了之，他私下是不是护着英格丽我不评论,但绝对是对待上次投诉“无作为”。但是，走程序，第一关投诉，大家认为还是得应该先找他。这次作不作为不知道，但得先给他个机会。大家已经做了要打硬仗的准备。

话说一拨人浩浩荡荡开去专业办公室，说要见chair,被coordinator撞见了，急问“什么事”我们回答，这事不能跟您讲，得找chair.她一看架势就知道有事要发生，连忙说chair正好去NYC开会了，要几天后才回。一拨人听说chair不在，当下有点傻眼，好象开出去的第一拳先打在了棉花上，她追问“什么事？有困难跟我反映”我们坚持不肯说，一拨人重新回到外面走廊急想对策。

这时不知道谁说，“我们不能等，等不到chair回来我们说不定已经被废了，我们应该现在去见dean”（现在想想，真是英明的提议啊）。说实话，当时对是不是当时马上见dean，我心理还没准备，唯一想法就是不能让纠集到8个人一起上的机会错过了，马上同意了这个建议。一拨人又浩浩荡荡开去系里。先跟前台秘书大姐核实，chair确实去了NYC，告诉她，我们不能等，也等不到chair回来，我们必须马上见DEAN。 她大概意识到事态严重，马上进去通告，出来说，dean马上接见！

见了dean，先递上8个人签了字的投诉信，我们说，希望他能先看信。这几分钟里，大家秉气凝神，眼不眨地盯着他的表情。看起来他老人家是越来越严肃，到最后他神情凝重地抬起头，“我刚来这个系二三个月，对系里整个情况都还不太了解，包括这个英格丽，但我答应你们，我一定会给你们个答复！”哇，原来这还是个新DEAN。我就说我们运气哪那么好嘞，新官上任三把火，老chair还很大机会会包庇英格丽,新dean主持公正的几率那可要大多了。接着，同学们开始了7嘴8舌的血泪控诉，每个人都发表了对英格丽强烈的失望和愤概，半小时结束，dean跟我们一一握手，对英格丽毁坏了这个老校在大家心目中的形象深表歉意。每个人虽然对未来还是前途未卜，能在dean面前vent一下心中的怒火的场景可还真是令人畅快惬意啊！

接下来的周四，coordinator通知我们几个，要被chair接见。也不知道是不是当天dean就通知了在NY开会的chair. Anyway,他回来的要比预期早，开始受命调查英格丽老师行为。这其实是走过场，我们明知他不是第一次接投诉信，无非是给个机会我们说话。因为有前车之鉴，大家对他对话比较小心，明显也有保留，对话中他几次隐晦地问到谁写的信，其他同学为保护我，不吱声，最后我不耐烦，直接说是我。我心想，我倒要看看是不是你最后会把我废掉。顺便说一下，学习工作中，我其实不是个aggressive的人，也是倾向于多一事不如少一事，我老爹教育的是吃些小亏无妨大碍的态度。但我都不知道当时哪来的冲劲，咱病猫也会发个威啊，估计还是因为有7个同学在后面撑腰，加上当时对dean的印象特别好，见过dean后，偶更好象平生多了2个胆，腰竿也更直了点。更多精彩文章及讨论，请光临枫下论坛 rolia.net

本文发表在 rolia.net 枫下论坛投诉的大致经过就这样，我们该反映的都反映了，剩下的就是看系里怎么作为了。我先说说结束吧．

接下来的课，明显感到英格丽象霜打的茄子，居然准时进课堂，准时下课，后面的课里没再敢提ESL一句。本来希望final测试系里会换老师，结果还是没有，不过最后她给的分数我自认还算公证，我和另外的中国学生70多分，另外3个也ESL都过了，大概只有一二个平时确实不认真的没过。最后的结果，我们是英格丽带的最后一届学生，下一届新同学的课表出来时，她的名字彻底消失了，主课老师换成了前american express的经理。后来听系里老师说，英格丽这次算是彻底栽在我们手上了。我和中国同学顺利通过实习面试，我们居然同时拿到三家单位的录取！她挑了家福利最好的，实习结束后凭自己努力还真给留了下来，一直干到现在。我呢，3家中偶刚挑了其中一家银行的fraud 部门的offer,又收到了中介来的电话，说是看到我在网上的简历，介绍我去另外一家银行。想想学校的offer毕竟还只是实习，中介给的那个转正机会更大，当然银两也多点，地点也好点。偶可是要为五斗米折腰的，银子多才是硬道理。俺立马回掉了学校的offer，还惹得那个coordinator很不高兴，认为我浪费了他们的名额。２年后，这个chair还打过一次电话给我，居然要我谈谈做这家学院的学生的经历，我看他是忘了我怎样写投诉信的了．

不好意思，偶罗罗嗦嗦，现在开始交代一下如何写的那封信。

我先把英格丽的罪状总结归纳成了四大点，每一点都上纲上线，把她日常的琐碎行为都提拔上一个高度，而且是专业的高度。她的主课里有一门是关于customer service,有一门是关于team work的，她的众多行为都违背了这两门课的基本理论。

偶控诉的第一点，Ms. xxx didn't make full use of the class time and facilities in class. 列举了众多次她迟到早退，而且上课就让我们自习做assignment的恶行, 每次都有日期（偶先申明，因为assignment上有日期我才记下了）。最后上升的高度是：“We are strongly unsatisfied with this irresponsible teaching. We paid heavy tuition and tremendous amount of effort, not to expect to be just gathered together in a classroom to write some assignment without any more guidance, and often to be discouraged and unfairly treated”. 偶反正觉得连课时你都保证不了，还上什么课！

第二大罪状：Ms. xxx didn’t give us a clear instruction of requirements and standards to pass course YYY. 这个YYY就是我前面说的那个主课，是关于communication skill的. 从开始她没有给过任何具体的instruction应该怎样提高, 唯一只说过“you need practice more”. 在我看来，你对课程没有设下一个客观评判标准，也没有告诉我们如何提高就是没有完成你的job duty.“When some students request her to give us a good example, she just simply ignored the request. Regarding good speech and how to speak with smile voice, although we are never clarified about her standard, we are certain that her negative tone and lacking of interest/effort to fulfill her duty do not qualify for that category. ”

罪状三：Ms. xxx is sometimes unreasonably tough on students and always presents herself with an authoritarian attitude in the class. 俺就举了在lab的例子，lab里的钟快了6分钟。她自个迟到，却每次要求我们准时log in lab系统。我们按准确时间log in却给她判了个迟到。我们觉得不公平，她却说“The system says you are late for 30 seconds, then you are!” 我再列举一堆事实证明她不备课，有一次居然让我们在课堂上干等半小时，等她把email assignment准备好才继续。 我挑战她“Does she have the special right being late? Shouldn't she be prepared well for the class before she steps into the classroom? Why can’t she manage her time well and give us chance to learn more in the class?”接着我把我的tape事件也加在了罪状下。“We consider ourselves paid customers for the program, and we expect reasonable service – the opportunity to learn and minimum respect in return. We cannot believe that this is just the instructor of this course, which is supposed to teach us how to satisfy customers and solve conflicts. We cannot see that Ms. xxx offers required understanding and respect for all students instead of showing her power and authority in front of us.” 偶最后给她这条罪状上升的高度是“We do question her qualification as a teacher and basic respect to her profession and other people.”

罪状四：Ms. xxx prejudges the ESL students and treats them unfairly. 这条偶写的最多，因为确实感到她对我们的偏见和歧视。针对她的经常说“ESL 这个 ESL那个”，偶反问学校“We have to ask the department: Is C college an ESL school or is this an ESL program so that she needs to mention ESL in every class? Is that the manner a qualified teacher in Canada should speak? Does the school grant Ms.XXX the right to prejudge and offend all ESL students?”偶顺便提了下在orientation上老师是怎样吸引大家进了这个专业，怎样信誓旦旦说学校老师的mission就是要support 我们，现在我们怎样从英格丽这里看到的具大反差。征对她说过的“you may not find a job”，偶可是揪住不放了，你从始至终都认为我们ESL是找不到工的，还要招我们进来干嘛，更何况找不找到工由不得你说了算！“We would assume that xxx was not taken away the opportunity to oppose enrollment of ESL students from the school. If that was not the case, we are greatly troubled with Ms. Smith’s attitude and approach to ESL students.”“All of the ESL students strongly oppose this prejudice and unfair treatment from XXX, and we demand a prompt explanation and appropriate action. ”
偶现在想象她当时怎样对我们的傲慢还生气，当时就这条足足写了一页都不解气哪。

最后，陈列完四大罪状，俺再加了2段重的：
“In every course guideline, regarding Human Rights, it is written that “It is the policy of the College that all programs will strive for a learning, teaching and work environment that promotes inclusion, understanding and respect for all students and employees, consistent with the Ontario Human Rights Code and the College’s Dispute Resolution Policy and Procedures.” As paid students, who spent great effort and time on and off the course to study, want an acceptable learning environment and fair treatment. We respect all faculty members, school staff, and fellow students, and we certainly request to be respected mutually as well.

All of us are looking forward to your prompt response and an acceptable solution of our complaints. We do know that the students enrolled in last semester also filed complaint to the school, but by now they haven’t received a final solution. If we cannot obtain a responsible reply from the department, we will definitely seek help from elsewhere, such as the school board, board of education, even government, or media.
Thank you for your valuable time and we are looking forward to your prompt action. ”
下面是偶们8个同学的大名。
-------------------------------------------------------------------------------------------
好了，牺牲了俺一个周日写这点东西累四了，只是希望对同学们有帮助。更多精彩文章及讨论，请光临枫下论坛 rolia.net

本文发表在 rolia.net 枫下论坛Dear Chairperson:

We are writing to express our strong dissatisfaction with the CCC Program and the instructor Ms. XXX at your School. As full time students of CCC program of 200Z (Winter), we wish to draw your attention to the problems we are experiencing and suffering.

Ms. XXX is our instructor of Course A and Course B, two core courses of CCC program. All of us joined this program with strong desire to learn knowledge and skills related to this course. We spent a great deal of our energy and time on study. But, unfortunately, so far we cannot get any improvement in these main courses and what we got is just discouragement and unfair treatment in her class. We would like to summarize our main discontentment about Ms. Xxx and the courses:


1.　Ms. XXX didn't make full use of the class time and facilities in class. Many times she just gave us an assignment in the class, which we could finish in half an hour. Then we could leave after doing that. Both of Course A and Course B always finished 30 to 60 minutes earlier than the schedule. We would assume that most of the students are ahead of the requirements and schedules; otherwise, it’s just not reasonable to be dismissed without further lecture and guidance early. What she did is just testing us and giving us assignments and simply putting a mark on those tests without more detail feedback, but teaches us very little about how to improve. Furthermore, we only used our headsets twice in the lab so far, with a TOTAL time less than half an hour. All the students cannot understand why the school requested us to spend $180 to buy such an expensive headset if we rarely use it in this term, because most of us don’t even know whether we can continue this course on next term or not. We have to say that this really brings a negative impact to the school. On Mar 24, Ms. XXX only handed out the paper of email practice we did in last class and then asked the students: “If you have questions about writing an E-mail, then you can stay here to ask me. Otherwise, you can leave now.” Finally, nearly 90% students left the classroom right away. The class began at 10:30am, but it was already dismissed at 11:00am. We are strongly unsatisfied with this irresponsible teaching. We paid heavy tuition and tremendous amount of effort, not to expect to be gathered together in a classroom to write some assignment without more guidance, and often to be discouraged and unfairly treated, which would be discussed later.

2.　Ms. XXX didn’t give us a clear instruction of requirements and standards to pass Course B. By now, we have finished two tape assignments and one impromptu speech. After she gave us the first tape back, she didn’t instruct us what her standard for a good tape or speech is. What we need from the instructor is not only just one comment “You need to practice more”. We need to know how to make speech clear, how to deliver a smile voice, how to make it better. When some students request her to give us a good example, she just simply ignored the request. Regarding good speech and how to speak with smile voice, although we are never clarified about Ms. Xxx’s standard, we are certain that her negative tone and lacking of interest/effort to fulfill her duty do not qualify for that category.

3.　Ms. Xxx is sometimes unreasonably tough on students and always presents herself with an authoritarian attitude in the class. The clock in the lab is about 6 minutes ahead of the actual time. We knew that after a student got a lesson from this. We do log in and out on actual time. But she insisted it is late if we don’t follow the wrong clock in the lab. A student wanted to explain to her, but she didn't listen to him at all, just answered “The system says you are late for 30 seconds, then you are!” Finally this student lost the attendance mark on that time. We do feel it is so unfair for all of us. Why can’t she just try to adjust a wrong clock in the lab but force all of us obey her own rule? But on March 25, she was late for the class Course B even for half an hour. Then she asked us to wait for another half an hour to let her set the e-mail assignment to us. After we finished the E-mail, the class was just dismissed. Does she have the special right being late? Shouldn't she be prepared well for the class before she steps into the classroom? It is so easy to prepare the e-mail assignment in her draft mailbox in advance. Why can’t she manage her time well and give us chance to learn more in class? Our students’ time is just not precious? Can she be so captious to the students but just not to herself? Furthermore, when students talked with her, she always wants to show her power and authority. On Mar 26, a student wanted to talk with her about the tape assignment #2. When she told Ms. Xxx that she asked some help from other people before she handed in this tape and she could not understand why she still receives a low mark despite her extra effort compared to her assignment #1. The student just wanted a concrete and detail feedback so that she could improve it. But Ms. Xxx gave such an answer with arrogance: “WHO IS THE TEACHER?” She even said, “If you are unsatisfied with the mark, you can talk with the chair.” We consider ourselves paid customers for the program, and we expect reasonable service – the opportunity to learn and minimum respect in return. We cannot believe that this is just the instructor of CCC program, which is supposed to teach us how to satisfy customers and solve conflicts. We cannot see that Ms. XXX offers required understanding and respect for all students instead of showing her power and authority in front of us. Incidents like those really show Ms. xxx’s attitude towards her students and responsibilities. We do question her qualification as a teacher and basic respect to her profession and other people.

4.　Ms. XXX prejudges the ESL students and treats them unfairly. Since we joined this program, Ms. XXX has continually made inappropriate comments and statements towards ESL students in her classes, such as “ESL students do this”, “ESL students do have the problems like this…” We have to ask the department: Is C college an ESL school or is this an ESL program so that she needs to mention ESL in every class? Is that the manner a qualified teacher in Canada should speak? Does the school grant Ms. xxx the right to prejudge and offend all ESL students? At the time ESL students were enrolled in this program, nobody told us that we are not qualified for this program. On the contrary, the coordinator told us that we CAN learn much in this program and we CAN improve our communication skills throughout this course. But what did we obtain from Ms. XXX’s lecture? Instead of helping us improve our communication skills what program needs, we’ve only received a series of tests and assignments in course B with little preparation, guidance, standard, or suggestion. On top of lacking of “teaching”, the only feedback we constantly received was “You may fail due to your spoken English and I don't think you can get a job in this field”. Since the first class, ESL students were singled out that we have the highest possibility to fail in this course because our spoken English. If we weren’t qualified to this program, why was there no admission assessment on oral English? Why were we misled in this program? We would assume that Ms. xxx was not taken away the opportunity to oppose enrollment of ESL students from the school. If that was not the case, we are greatly troubled with Ms. xxx’s attitude and approach to ESL students. Moreover, Ms. xxx put the last Oral projects and Telephone Interview an astonishing high percentage of total mark, which is 65%. From our previous long time education background, we would feel safe to assume that the importance of certain knowledge is proportional to the coverage of lecture, exercises and tests. For something possesses 65% of the total mark, we can simply not understand why Ms. xxx will only spend the last two weeks before final exam to teach it! Total time for learning telephone interview will be less than 5 hours. Furthermore, we only used our headsets twice in the lab so far, with a TOTAL time less than half an hour. Throughout the whole course, we were never offered a standard, which we should achieve, or a single concrete recommendation to help us improve, even after the “bad” result of the first quiz. The explanation would either be Ms. xxx’s failure to correlate the lecture, exercise and tests in the course, or her intention/prejudice to fail us even prior to evaluation, which is a heavy accusation for a teacher we are not willing to conclude. In our humble opinions, her oral assignments evaluation system is NOT OBJECTIVE. Because we were not clarified of the goal/standard before the assignment, and we were not demonstrated of the reason for our low marks, and certainly we were not enlightened with constructive suggestion for improvement. We would raise a reasonable doubt of the course B, is it just based on personal favor or subjective impression of the instructor? Is instructor’s personal opinion of whether we could get a job in this field in the future, decisive enough to fail the students? In fact, there are at least four ESL students in our class worked or are now working for Canadian companies, one of them even worked for IBM before. We believe those facts are strong enough to prove that Ms. XXX’s judgment can be well off target. In addition, none of us has ever experienced a single teacher who told her/his students that they would not be able to find a job. But Ms. XXX has the courage to determine our failure in job seeking. The impression we could gain from her words in many occasions is that “I think you cannot get a job in this field because of your spoken English, so you will be failed.” The logic is certainly flawed, the opinion is biased, and the action is not acceptable. All of the ESL students strongly oppose this prejudice and unfair treatment from Ms. xxx, and we demand a prompt explanation and appropriate action.


In every course guideline, regarding Human Rights, it is written that “It is the policy of the College that all programs will strive for a learning, teaching and work environment that promotes inclusion, understanding and respect for all students and employees, consistent with the Ontario Human Rights Code and the College’s Dispute Resolution Policy and Procedures.” As paid students, who spent great efforts and time on and off the course to study, want an acceptable learning environment and fair treatment. We respect all faculty members, school staffs, and fellow students, and we certainly request to be respected mutually as well.

All of us are looking forward to your prompt response and an acceptable solution of our complaints. We do know that the students enrolled in last semester also filed complaint to the school, but by now they haven’t received a final solution. If we cannot obtain a responsible reply from the department, we will definitely seek help from elsewhere, such as the school board, board of education, even government, or media.

Thank you for your valuable time and we are looking forward to your prompt action.

Sincerely,

Students of YYY Program更多精彩文章及讨论，请光临枫下论坛 rolia.net