Hi Gary;
By asking and listening to feedback, students provide me input on how well I am conveying the course material to them through my use of 'our' class time. Setting realistic course objectives, organizing achievable lesson plans, and executing should also include time for feedback. I am allowing 15-30 minutes at the end of class period to have an open discussion, but if students are unclear about the lesson plan for the day, there may be no feedback. My goal is to get regular feedback. I am working on it, but I have to admit I am not hitting the target right now. I am trying to get out of triage and back on schedule; on the positive side I am aware of my dilema, and contemplating the quickest way to the right path for learning.
Mark
Its also been important for me to consider the kind of feedback, whether its directed at the class and content, the fact that the class itself is required, or something to do with they way I'm teaching it and the way the material is being presented. Some things you can do something about (content and presentation) and some things you can't (the class itself and the fact that its required). Criticisms of the class and requirements can be very valid, but critique of my style and presentation are much more useful because that's something I can control and improve upon.
Hi Michaelle,
Right you are. This is why the teachers have to be salespersons. They are selling their career field, the course, themselves and the future. All of these elements need to be present in order for students to realize the worth of being a student.
Gary
You can have all the great ideas in the world, but if students don't like them or aren't learning from them, the ideas don't have a lot of worth.
Hi Steven,
This is an unusual and fun activity for your students. It does sound like a lot of fun for your students as well as your ability to gain information on how to change your instructional delivery if needed. This way everyone benefits.
Gary
As students gain the will to give feedback their words must be takne seriously, there may have been alot of angst built up before feedback is given. Students opinions are very important and can serve an instructor as a litmus test for classroom delivery absorbtion.
Half was trough the program and just before the end of the course, I pass out a piece of paper and ask the students to answer the following questions anonymously.
• Are there any areas of study that you do not feel strong in?
• Do you have any unanswered questions that you would like answered.
• Are there any areas that you would like me to cover more deeply?
I will leave the room and return in 15 minutes, as I re-enter, they wad up the paper and try to bombard me with them. I am told this is one of their most enjoyable and productive activities. I use this information to fill in any gaps and to reinforce to the students that this is their education and that they are empowered.
Each class or quarter the dynamic changes. They way you taught last quarter most likely be completely different. To keep the students engaged, feedback is essential. The instructor might like things are going well, but in reality the students do not feel the same way.
Dr. Craig Couillard
This is a very interesting topic. When I first read your innocent question Dr. Meers, I took it to mean feedback from the students during a class. But in glancing through the discussion posts it appears that most people responded as it referred to feedback after the class (as in student evaluation forms) I would like to discuss both areas:
1. Feed back during the class: While the class is going on I am always scanning the room for non-verbal feedback from the students. Are they: squirming in their seats? Dozing? Rolling their eyes? Tapping their fingers on the desk? Looking bored or overwhelmed? Verbal feedback is also important, but easier to notice and to respond to. If I see non verbal feedback, I don’t necessarily address the student displaying it but I will ask the class about the subject matter (too difficult, too easy) or whether they want a review or should I speed up the course. Also, this non-verbal feedback is significantly greater if the class duration has extended too long. (I once observed a class that was being presented the first time as two instructors switched out in mid subject and the class continued for nearly three hours before I broke in and “suggested” a break. I was not in front of the room but could tell from the squirms that the feedback was intense, but not observed). I think that non-verbal feedback during the class is just as significant as that received in an evaluation. Sometimes more so as you can quickly respond to solve any potential problem. In an online training class, it is more difficult to scan the room but I do turn on their cameras often during the class to see how they are doing.
2. Feedback after the class in the form on a evaluation: I think this sort of feedback is only as good as the feedback questionnaire. In most cases, there two types of feedback evaluated: One for the course and one for the instructor. Each of these can affect the other (a poor course structure can affect the instructor’s feedback and a poor presentation can affect the course feedback). I feel each one of us needs to look at the negative feedback as if we were a third party and not react too personally (easier said than done, of course). But we can only work to improve when we know that we need to improve. But we need to look at the positive comments and see what they are saying (in between the lines). I am a likeable instructor. I don’t work at it, but apparently I am. In my very first technical instructor class I co-taught with a very good instructor that was younger than I was. Students often came to me during the labs as I was more approachable. I got my reviews and was super pleased. I had 9 out of 10 positive on all my ratings. My friend said something like that is wonderful, but read the **@*# words. Several students had given me great grades (because they like me) and yet said something like “he will be a great instructor when he knows the product” or “he is easy to work with and will be great with experience”. So I always try and read between the lines and not just look at the great scores.
I like to have student's feedback cause i can see where I need to improve.
expectations on the part of students are about the questions that should have been asked or understandings when pre-addmitted and usually addressed within the first few days.
Student feedback can remind you of why the students are in you class. This in turn can guide you in a direction that will not only keep the students’ interest, but also bring back some excitement as a teacher.
Hi Phil,
Aren't these moments worth it? It is when students come back and share with us the impact we have had on their lives that we know we are in the right business.
Gary
Hi Bill,
Good job of keeping on top of how you are delivering content. By being conscious of the various mannerisms that you have (both positive and negative) you are able to refine your ability to reach students more effectively.
Gary
There are times when I begin to doubt myself, that what I am doing is working or worthwhile to the students. Around this time, a former student will stop by to say hello and thank me for all that I have helped them accomplish. This helps me to keep going, knowing that what I do has made a difference. This encouragement always me to maintain a strong focus on my current students.
The feedback is a good thing for an instructor to evaluate how he/she is coming across in the class room. One of the things that I have to work on is the speed that I talk at. I tend to talk to fast. I will stop myself at the start of a lecture and question the class, “AM I TALKING TO FAST”. If the answer is yes I need to slow it down. This helps me to find the right speed for this group of students. Our students get to fill out a course evaluation that I find their comments very helpful to me so I can refine my teaching skills.
Hi Sara,
I like it. This is a great way to find if you hit the mark or not and how to improve each time you teach a course. I bet you are amazed at how you have grown as an instructor as a result of the feedback you have received.
Gary
At the end of each term I hand out a "Feedback/Teacher Report Card" for the students to complete. They may be anonymous if they choose.
1. Do you feel that what you learned in this class was valuable / important / useful? Please explain.
2. What have you liked about this class? Please explain.
3. What have you disliked about this class? Please explain.
4. What do you think the teacher could do to improve her teaching of the subject matter/content?
These are just simple questions but I've received the best feedback from students-especially on things I was not necessarily aware of. I don't know what kind of teacher I'd be now if I had not allowed student perceptions into my personal reflections.
Student feedback is essential to staying focused on my students and where they are at in the class and where I need to go to meet them where they are. Some specific ways i can do that are with the idea of asking for direct feedback in anonymous written format, asking students in person, maybe in conference, how they feel they are doing and what they are struggling with or feel is working well or not well, and of course assessments like quizzes, tests, and writing assignments.
At the school where I teach, the students take a survey about the class and instructor at midterm time. I'll admit, at first, I was nervous about what the students would say about me and my class. But, as time has gone on, the feedback that the students have given me have helped me to become a better instructor. Yes, it is sometimes disheartening to read that they didn't like the class or when they say something bad about me but overall, again, it has helped me grow.
