Teaching Effectiveness and Feedback
To improve my teaching skills and tailor my lessons to students’ needs, I use various feedback tools. The most critical feedback strategy I use is to simply ask students for their suggestions, especially after trying an activity, text, or assignment I haven’t taught before. When using a new activity, text, or assignment in the classroom, or when I alter something I commonly use, I ask students to provide me with frank feedback about their experiences. I explain to them that this would help direct my choices for future activities in the classroom.
In addition to having dialogues with students, I find written feedback tools useful. While I deliberate over the end of the course evaluation forms, these are only so useful as to give a retrospective understanding of the course. Instead, I track the progress of the class and my teaching through anonymous student “ckeck-ins” or mid-term reflection surveys. I tell students that if something is not working for them in the course, it is better to address it in the middle of the semester than wait until the end. A student wrote recently in one of these reflections: “This [the course] is the highlight of my day. Thank you so much for everything and I really enjoyed your class. I wish I could take it again.”
In many of my writing classes, students write reflections for writing assignments (before, during, and after the writing assignment). Students also keep a research or writing journal. While students know that I check their research journals and read their reflections, they seem to approach it like a diary, laying their thoughts out as if for themselves. These reflections and research/writing journal entries give me insight into their struggles and successes with the course, which I heed by adjusting my planning.
Finally, one feedback tool that I find helpful — if not a little nerve-wracking — are the class observations. Having a colleague observe my lesson and then meet with me to discuss adjustments that I should make is an informative experience. In a recent observation, my colleague reported that I “connect with [my] students with ease.” Another colleague has mentioned that I am a conscientious instructor. However, the challenge with observation is that someone from outside the classroom observes both students and teacher, so the experience is not always natural. In the past, I participated in an alternative observation that I found effective. In 2019 at Simmons University, I had a great experience working with the Teaching and Learning Center using a method that went beyond observation. A colleague at the center led the students through an interactive discussion to solicit course feedback (I was not in the room). I sensed from this experience that students felt that their voices were heard; having the intermediary of a colleague allowed them to express themselves candidly. After the session, my colleague collected her notes, and we met. She gave me feedback and some student considerations, and I changed aspects of the course. Working collaboratively with my colleague helped me to see the course components from a new perspective. I did this experience early in the semester, and almost immediately afterward I found the classroom environment to be more cohesive between the students and myself.
Additionally, I believe course evaluations are essential indicators of teaching success. I have been pleased to see that each semester my ratings are high. Usually, my teaching effectiveness is above the average of the department’s score. Below is a cumulative student evaluation of instruction reports summarizing the courses I have taught between Fall 2018 and Fall 2019. Not shown are courses taught at Bunker Hill Community College and Framingham State University in Fall 2019 (I also do not have reports from Spring or Fall 2020 semesters because of the pandemic).
Please refer to the course evaluation reports submitted with my application for more details.
The most important outcome of course evaluations (and my mid-term reflection surveys) are the insights I have gained about what is not working in the course. For example, from my feedback methods, I learned that most students were complaining about the extra homework assignments I assigned. After seeing this issue, I realized that additional homework assignments meant for review but not directly related to the course’s final project hindered students’ achievement. Students were more motivated to do better research on their final writing projects because there was less distracting homework, and we did some of those previous homework assignments as an in-class assignment.
One positive outcome of my feedback practices is that I consistently see that my courses are well-structured. Often, students comment similarly in their evaluations. I make sure to list our agenda for the day on the board, and for longer classes, give students breaks so they do not feel overwhelmed by the information. A technique that I learned from teaching remotely is by using what I call a “Virtual Whiteboard;” this is a Google Doc that I share with students, but which they cannot edit. I use this document to list the agenda for the class, homework assignments, “take-aways,” and preview the coming week. I used the Virtual Whiteboard initially when remote, but it has been so successful and appreciated by students that I continue to use it now that I teach face-to-face in the classroom.
I will also use different formats for teaching (lecture, seminar, workshop), and often rely on partner work or group work so that students expand their collective circle within the classroom. Finally, during the lulls of the mid-semester, I will change the pace of our classroom by inviting a guest speaker to share their expertise with the class. In the past I have had children’s authors, graphic novelist creators, and translators speak to my students. In other cases, take a trip to the library. These changes of atmosphere re-invigorates students. Towards the end of the semester, I may include a group project or student presentation — given as an individual or given as a group. Student presentations are a method of active learning and students take ownership of the knowledge. Another added benefit is that they appreciate the art of teaching and presenting a little more. For instance, as one student wrote to me:
“I just wanted to commend you on your style of teaching. I have taken my biggest personal strides as a writer in this class. After preparing for this presentations, I cannot even begin to understand how you are able to do this for work, it is exhausting haha. ”
Finally, a method I use to synthesize direct student feedback and evaluations is keeping a journal of my teaching. Reflection is core to my teaching philosophy, and I use this process to evaluate my strengths and challenges as a teacher, to work out problems I have in creating assignments, conducting the course, or managing a student. I have found it useful to reflect mid-semester, especially at the end of the course. Looking back at previous entries allows me to mark my growth and progress as a teacher.
I want to end with a selection of student feedback that I have received. I have good relationships with my students, and I am pleased to see this in my course evalautions. The word most commonly used in my course evaluations to describe my teaching style is passionate. One student wrote that, “The Professor made learning in this class fun and kept all the students engaged. And also gave plenty of useful feedback on assignments.” Another wrote, “Very enthusiastic which made me and my peers enjoy the class.” I think what student most appreciate is my kindness: “[Professor Okan] is understanding and fair.”
Below are handwritten cards from students expressing their gratitude:
