Sad Day: Student Absent From Class

Here.

Did I Miss Anything?

Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours

     Everything. I gave an exam worth
     40 percent of the grade for this term
     and assigned some reading due today
     on which I’m about to hand out a quiz
     worth 50 percent

Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose

     Everything. A few minutes after we began last time
     a shaft of light suddenly descended and an angel
     or other heavenly being appeared
     and revealed to us what each woman or man must do
     to attain divine wisdom in this life and
     the hereafter
     This is the last time the class will meet
     before we disperse to bring the good news to all people  on earth.

Nothing. When you are not present
how could something significant occur?

     Everything. Contained in this classroom
     is a microcosm of human experience
     assembled for you to query and examine and ponder
     This is not the only place such an opportunity has been gathered

     but it was one place

     And you weren’t here

—Tom Wayman

"I Can't Relate to This Professor"

I hear this often from students.

Does having five kids help me relate to my students?  Does it make me a better teacher?  Sometimes it helps me relate.  But should it?  Must it?

Politics and the University President...

..."They go together--as long as the politics are left-wing." 
My alma mater dealing with the Thought Police

“Part of the problem I have with the faculty,” Kerrey told New York in 2009, “is I like to argue. . . . But if [faculty members] begin by saying ‘Oh, your argument is unacceptable,’ what kind of university is that?” The answer, alas, is: a typical university.

Am I Unjust in Not Giving Extra Credit?

I don't give extra credit, mostly for practical reasons.  If students know that I regularly give extra credit, then they will have reason to slack off on other "credit" assignments. This creates more work for me and I have plenty of grading to do already.  Furthermore, I have put a lot of thought into the "credit" assignments and think that it is good for students to put forth a modicum of effort on these assignments.  Also, there is no principled end to extra credit giving, as far as I can see.  If students don't do the "credit" assignments nor the first "extra credit" assignment, should I give another?  And another?  Should I give them extra credit indefinitely?  The solution seems to me to cut the infinite regress off right at the stem.

But should I give extra credit?  Or should I not give extra credit?  If the "should" is a matter of whether it's pragmatic, I have already given my reasons why I think I should not.  But if the "should" is a matter of morality or justice, this is a different question.  Am I unjust in not giving extra credit?  Or is giving extra credit unjust?  Here I will only address the former question: