Students who are failing and their instructors must both overcome their fears of asking questions--the "Harvard Syndrome"--if those students want to succeed, participants of a Harvard-Danforth teaching workshop concluded yesterday.

Seven teaching fellows were discussing with two Harvard administrators in the Science Center why students work below par, and they agreed that to help section leaders must communicate more with students.

"It's very hard for students to admit they've worked hard and still can't do the work," Stephen Lundeen, an associate professor of Physics and senior tutor of Dunster House, told the group. "Harvard students set high standards for themselves, and it's difficult for them to come and discuss academic problems with a senior tutor," he added.

Kiyo Morimoto, director of the Bureau of Study Counsel, blamed pre-professionalism for much of students' anxiety, saying their grades have become more important than their education.

Math Anxiety

Morimoto recalled a freshman who panicked before a Math Ar test. "He said if he didn't pass the exam, his whole life would be ruined," Morimoto said, adding that it was only an hour exam.

Morimoto said teachers must "acknowledge" this anxiety and "invite [students] to share the anguish they're experiencing" to be able to address the problems.

Gisela Makemson, a teaching fellow in Germanic Languages, said once section leaders recognized the students having trouble, the instructors should make extra efforts. They must check homework more carefully, provide extra office hours, inquire about study habits and find where each student is having the most difficulties, Makemson added.