Hi Kevin:
Right! No suprises. Responsible, frequent, and useful suggestions for improvement will be well received even by students who may not be doing so well. If we communicate clearly, there should enough time to "catch-up", especially if the students are open to our suggestions.
Regards, Barry
Hi Brian:
I think we can help students to a degree. Besides grades and/or points, we can be an ecouragement which will motivate the student - and I think that motivation from within is more powerful in getting a student modify their study habits than any advice I can give.
Regards, Barry
Hi Joan:
Sure, good points.No one likes surprises and we can avoid common misunderstandings, and also clarify or restate expectations that will lead to success.
Regards, Barry
It fosters student motivation & interest. In addition,it communicates respect and genuine concern to see the student succeed.
If students are not informed of their status they will not know how to change their study or classroom habits to ensure their maximum potential. Course status is a feedback mechanism in which the student can self evaluate and make appropriate changes for the better. With out that guidance students would stay on a constant path that might direct them toward failure.
it is important to keep students informed pf their status in the course so they can judge how they are doing and adjust delivery technique if necessary.and consentrate on areas of special need
ofcourse this helps to keep them on track and aviod surprises at the end of the course.
Hi James:
Providing grade information along with encouragement and advice will be appreciated by your students.
Regards, barry
I remind students with enough time during a course of where they stand, I think it is important for the student to know where they stand, so that they can improve and continue to grow as a student.
Students, especially adult students, need to know where they stand so they can take responsibility for their grades...just as they take responsibility for their work performance. If they are not performing to expectation, the mature student would like to know and they would also like to know your suggestions how they could improve their performance to meet the expectation. If you flunk a student without them realizing they are headed for failure, you then put them in the situation where they feel as though they wasted their money coming to your program.
Hi Christopher:
Knowing grades and points is helpful to a degree, but translating those into concrete ways the students can benefit from the information best comes from their instructor. We ca also encorage and offer assistance, or just be a listening ear, and students will appreciate that we care about their succes.
Regards, Barry
Hi Mazzy:
Great! I like the motivational comment. We have a duty to share grades, but while we're at it, we can aslo encourage, make suggestions, in general, just be a caring and helpful person, even regarding personal matters if the student is open to talking about it.
Regards, Barry
I give extensive feedback on drafts, hoping they'll take the comments and suggestions to heart and I'll have much better final versions of the paper. I'm thinking if I include (or substitute) some more nebulous markings (the circled section with an exclamation point, for example), I might get more students asking me directly what that means. Then I'll have the opportunity to go into more depth, more directly, and with the face-to-face immediacy.
My students are always have any idea of what there grades are and what they can do to improve them also have an open door to all my students
so that they can be prepared.
Hi Gregrory:
I think frequent sharing of status is important. We can also make it more than just information sharing by using that time to connect with the student with encouagement, advice, suggesstions, assistance - sort of whatever we can do to assure success.
When we do this, we reinforce the relatonship with the student and the student feels more like we care and are intereted in them succeeding.
Regards, Barry
This is important not only to show students where they stand but it can also be used as a motivational tool to encourage students to continue to strive to do better and get better grades.
Keeping students appraised of their status in a course allows them to modify their approach to learning if falling behind or, if exceeding expectations, allows them to maintain a standard they've demonstrated to that point.
Grades should not be a surprise, nor should the students reaction upon receiving said grades.
Hi Joannie:
What also complements the "instananeous viewing of grades" is the commentary that teachers can provide to accompany just the reporting of grades. Without comments, advice, suggestions for improvement, encourage and praise, some students may not be challenged or channeled to push harder and be rewarded (through praise) for doing good work.
Regards, Barry
Hi Connie:
The sooner assessments are graded, recorded and returned the better. I review my quizzes and tests immediately after they're given. At least students will have a general idea how they did. Also, this might provide an opportunity to see if there were any errors in my test. Then, once graded, getting that information back to the students quickly allows time to make corrections, and adjust or revise notes. Offering to offer more Q&A after class will show you care about the student learning and their success in the class.
Regards, Barry
Hi Rebecca:
Right! Encoragement, compliments, and praise are so easy to to provide and help students feel good about themselves. I wonder why some teachers fail to freely give positive comments to their students? Beyond honesty and courtesy, these additional sentiments can contribute to students doing better - and it costs the teacher nothing but a little extra time.
Regards, Barry
