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If you are like me, there are usually one or two topics in each class you teach about which students say things like \u00a0\u00a0it\u2019s too hard, it\u2019s too easy, you\u2019re not fair, etc. As the semester draws down, consider \u00a0looking inward and reflecting on how well your teaching has gone this semester (and perhaps previous semesters) and plan for how you want<\/i> to teach next semester. And since it has been many years since many of us were undergrads, it is necessary to engage in reflective self-assessment, the \u00a0process of subjecting your teaching to student evaluations and asking: is it me?<\/em><\/span><\/p>\nTake a SIP of This: Is it me? Reflecting on our Teaching from a Student Perspective<\/h3>\n
One of the best ways to determine if you\u2019re meeting your students\u2019 educational needs is to ask them. <\/span>Simply distribute (hard copy or electronically) an anonymous questionnaire \u00a0one or more times throughout the semester that asks questions like:<\/span><\/p>\n Collect this information and read it for themes that appear. Also notice the outlying opinions that are voiced very strongly in attempt to distinguish whether it is a disgruntled student, or a student voicing a concern no one else is brave enough to raise? <\/span>Hopefully, you\u2019ll find that most students are satisfied with most of the course. But you might also be surprised to learn they are just as annoyed as you are with the classmate that blurts out answers every question. You might learn they think your syllabus is confusing. You might be surprised how honest (and not mean) students will be in order to improve the course (especially if you have extended your students the same courtesy). Many of your students have seen more university classes taught, in more styles than \u00a0you have, and often have very good advice about how to make a course better.<\/span><\/p>\n Then you get to decide what, if anything, to do about their concerns. Consider starting with sharing the broad themes of critique with the class and stating how you will address their concerns, in the current semester (if possible), or \u00a0in \u00a0the future.But be sure to thanks the students for their feedback, and make them feel as if their input will be taken seriously.<\/span><\/p>\n Attempt to collect feedback for several semesters to ensure that student concerns are not an idiosyncratic feature of a particular class or group. You might realize that a large-scale change is not necessary, but rather simple tweaks such as clearer assignment guidelines, or a varied presentation of material in class (lecture, video, guest speaker, etc.) \u00a0will address students\u2019 concerns.<\/span><\/p>\n All of this is up to you. <\/span>Ideally, this reflective practice will become a regular effort \u00a0to improve your teaching through soliciting student input.<\/span><\/p>\n \u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Thirsty for a Strong Instructional Practice? If you are like me, there are usually one or two topics in each class you teach about which students say things like \u00a0\u00a0it\u2019s too hard, it\u2019s too easy, you\u2019re not fair, etc. As the semester draws down, consider \u00a0looking inward and reflecting on how well your teaching has … <\/p>\n\n
Still Thirsty? Take Another SIP of Is it me? Reflecting on our Teaching from a Student Perspective<\/h3>\n
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