Scenario 1: Ask Mike why he thinks he did an excellent job and based on his response point out some gaps for improvement. Suggest to him that he carefully reads the assignment directions twice in order to be more sure of what is being asked. Affirm to him that you know he'll excel from here on out.
Scenario 2: Coach Kathy to garner all available resources (e.g., tutorials, librarians, APA, etc.) before attacking an assignment. Advise her that 'practice, practice, practice' or 'quantity of behavior will improve quality'. That no one is perfect yet we strive to do better in each and every opportunity. It's only one assignment and there's plenty of time and chances to make up points.
Dr. Dave Hinkes, DBA, DBA
James,
The main focus in this situation is to get the student to have an honest and realistic understanding of the accomplishment of the objectives. Which I believe is what your approach is working to do. Additionally, some motivational language to 'connect' with the student could have a positive impact on the overall outcome of your instructional efforts.
Dr. S. David Vaillancourt
If I point out the reasons why he did not do well in my response and I do a good job with that explanation I should not need to change anything.
I would tell Kathy great job, what else would I really need to tell her if she is accurate in her assessment?
Mike needs more detail since apparently he thought he did well when he did not.
Wells,
Excellent approach. The individual attention you identify is a powerful touch.
Dr. S. David Vaillancourt
With Mike over valuing his performance I would be firm and direct, but not accusatory and confrontational. I would eliminate using words like "you" but address where the mistakes were made and how to fix them in the future. Support any feedback given with facts such as the assignment requirements and grading rubrics.
With Kathy being right on the money and accurate with her self-eval, I would simply tell her exactly that. “You were right on the money Kathy.†I would then tell her how to address those issues in the future.
Outside of the grade book or feedback session (most likely in an indiv. email) I would ask her if there were other things going on during that week in her life that didn't allow here to pursue the assignment. It might have simply been a time management issue, too many things to get done and not nearly enough time to do them all. Or it could be something more serious. It never hurts to ask. Better to get any underlying issues addressed, instead of allowing them to linger.
Jeanne,
Starting with the common ground is a positive strategy. Then addressing the areas for improvement in a positive manner. Very good.
Dr. S. David Vaillancourt
I would e-mail Mike and begin by giving positive feedback, in agreement with his own evaluation, where that might be possible. In areas where Mike and I disagree, I might re-word or segment those areas of the self evaluation and ask him to elaborate. Additionally, I would provide him with specific standards that I am looking for. Hopefully this info would have been given prior to the self-evaluation, but if not, it now gives him a new perspective from which he may self-evaluate.
I would begin the e-mail in the same way with Kathy - focusing on positive areas where we agree. It makes me wonder if this type of self evaluation may have been noticeable during chat sessions or asynchronous discussions. Perhaps she could have been given better positive feedback earlier, helping to avoid this situation.
Both students would have benefited greatly from a grading rubric with specific criteria for performance/participation.
Alana,
Well done. Your enthusiasm for the students' success come through loud and clear. This can be very motivating for students such as described in these two scenarios.
Dr. S. David Vaillancourt
Hi Dr. Vaillancourt
For your two scenarios:
1. Scenario One--I will use a grading rubric and review how he did compared to his viewpoint. I will be positive and give suggestions, etc. For example, Mike you did a great job finding some strong sources but I would love to see you using more peer-reviewed journal articles to back-up your ideas on this assignment.
2. Scenario Two-Again, I would use a grading rubric and make comments to Kathy such as:
Hi Kathy Wow! I am so impressed with your paper over the history of education. You did a great job with your written content over this topic area and super job with your grammar and writing. Kathy, you really grasped this assignment and took it to a high level in Bloom's taxonomy this week. Keep up the great work Kathy.
You can see how I talked to both students to keep them motivated to work hard.
Thanks
Alana
Les,
Very good. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Absolutely, This is probably the single best piece of constructive advice I've ever been given in instruction.
My communications with Mike will begin with positive comments on the areas that he demonstrated mastery. My next step would be to explain the purpose of the rubric and that he did not adequately cover some of the required topics. I would provide recommendations for the next paper and let him know that I would be available to answer any questions. I would not address his cocky attitude because it has nothing to do with the class. My responsibility is to make sure he understands what he needs to do to improve.
Kathy seems to have a self-confidence issue and I would make sure she understood that I was pleased with her work. I would highlight the positive aspects of her paper and encourage her to continue the good work.
The communications between the two students would not necessarily be all that different. In both cases I would provide encouragement and offer to assist in any way possible.
Kimberley,
Encouraging and specific feedback is an excellent and straightforward instructional approach. Keep up the good work.
Dr. S. David Vaillancourt
Gershom,
Simultaneously reinforcing the success and helping the student to improve where needed. This is a good 'building' strategy for success.
Dr. S. David Vaillancourt
John,
This is a good recipe. Sound instructive correction mixed with ample encouragement.
Dr. S. David Vaillancourt
Eric,
This is an excellent breakdown and description. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Alan,
This sounds like it would be an effective approach. Good work. Thanks for sharing.
Dr. S. David Vaillancourt
ANN,
The misunderstandings you identify are very common. Very carefully chosen verbiage to correct and encourage is definitely a requirement of any text-based learning environment. Thank you for sharing.
Dr. S. David Vaillancourt
Samantha,
I believe in encouraging word is almost always appropriate. However, to believe that an individual's motivation for learning is always the responsibility of someone other than an individual is almost certainly harmful to "the direction of learning."
Dr. S. David Vaillancourt
Thomas,
I have had many instructors advocate for the "sandwich" approach. Do you feel you are obtaining a successful result? Thank you for sharing.
Dr. S. David Vaillancourt
