averygoodun42 (![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png)
averygoodun42) wrote2013-04-25 01:00 pm
averygoodun42) wrote2013-04-25 01:00 pm
So I'm trying to decide which path to take...
Do I tell my science teacher/acquaintance to his face how he needs to improve (so that he can learn for next semester), or do I just write it on his evaluation so as to keep it more anonymous (but then he won't discover it until midway through next semester)?
Here are the remarks I've come up with so far:
1. List class rules up front (and in syllabus) and stick to them. Clear rules make it fair for everyone.
a) Expect respect, not friendship.
b) If respect is not received, demand it. This level of course still needs an authority figure to be present, and YOU are that authority figure, like it or not.
2. Remember this is an introduction to real biology. Biology is difficult. Most students don't know squat about the details of the subject, but they are in the class because they want to know.
a) The language, and the use of English related to it, is different. Try to keep it all at a reasonable level, at least to begin with.
b) Repetition, though boring, is a necessary learning tool. Yes, that means you'll have to repeat yourself frequently.Tough shit if it bores you; it's your job. Remember, this is an intro course.
c) Give in-class hints about what details are really important. Broad concepts can be expected to be understood, but if a detail is important enough to be included on a test (for example, the size of a mole in relation to a Calorie), stress it in class. Three times.
3. GIVE TIMELY, CONTENT-RELATED FEEDBACK!!! Grades without context are useless for learning purposes.
a) If you are going to use Blackboard, then use it in a manner that isn't confusing asfuck all get out. List what's being graded, how much it's worth and what we scored, NOT a couple of mass cumulative grades that have no explanation. The way you show test scores is a great example of how to use blackboard effectively.
b) HAND BACK THE TESTS WITHIN A WEEK!Seriously, dude. We need tests as feedback for what we still need to learn. If you don't have the time to grade essays within a week (two at most), DON'T ASSIGN THEM!
c) Hand back lab reports. We, for the most part, have no clue what we're doing. By reviewing the lab reports and giving them back to us, you will be helping us to see what we're doing right, and what we need to improve on.
d) Don't give us excuses. This is your job. If you can't make time to do it, then you are failing us as a teacher.
4. Labs - if we're doing a non-workbook lab, please hand out the packets in the lecture before lab so we can review the information properly and arrive prepared. Also, be clear about what it is you need us to do. If we're only doing part of the lab exercises laid out because incubation is required, please tell us. If we're doing two different labs in one lab time slot, please tell us!
Please, with the two or three part labs, continue them with us! Don't just drop them so we don't get to see the results.We're trying to be interested, here, but you're making it difficult!
*deep breath*
He is why I never want to teach, because I think I'd be like him. Well... maybe not. When I'm scared or nervous (as I know he is), I make a ton of notes and organize myself up the wazoo. He just scatters...
And now I need to start studying for the next test. That I might get back before the final. Maybe. If the stars align.
*growls*
Here are the remarks I've come up with so far:
1. List class rules up front (and in syllabus) and stick to them. Clear rules make it fair for everyone.
a) Expect respect, not friendship.
b) If respect is not received, demand it. This level of course still needs an authority figure to be present, and YOU are that authority figure, like it or not.
2. Remember this is an introduction to real biology. Biology is difficult. Most students don't know squat about the details of the subject, but they are in the class because they want to know.
a) The language, and the use of English related to it, is different. Try to keep it all at a reasonable level, at least to begin with.
b) Repetition, though boring, is a necessary learning tool. Yes, that means you'll have to repeat yourself frequently.
c) Give in-class hints about what details are really important. Broad concepts can be expected to be understood, but if a detail is important enough to be included on a test (for example, the size of a mole in relation to a Calorie), stress it in class. Three times.
3. GIVE TIMELY, CONTENT-RELATED FEEDBACK!!! Grades without context are useless for learning purposes.
a) If you are going to use Blackboard, then use it in a manner that isn't confusing as
b) HAND BACK THE TESTS WITHIN A WEEK!
c) Hand back lab reports. We, for the most part, have no clue what we're doing. By reviewing the lab reports and giving them back to us, you will be helping us to see what we're doing right, and what we need to improve on.
d) Don't give us excuses. This is your job. If you can't make time to do it, then you are failing us as a teacher.
4. Labs - if we're doing a non-workbook lab, please hand out the packets in the lecture before lab so we can review the information properly and arrive prepared. Also, be clear about what it is you need us to do. If we're only doing part of the lab exercises laid out because incubation is required, please tell us. If we're doing two different labs in one lab time slot, please tell us!
Please, with the two or three part labs, continue them with us! Don't just drop them so we don't get to see the results.
*deep breath*
He is why I never want to teach, because I think I'd be like him. Well... maybe not. When I'm scared or nervous (as I know he is), I make a ton of notes and organize myself up the wazoo. He just scatters...
And now I need to start studying for the next test. That I might get back before the final. Maybe. If the stars align.
*growls*
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Some of them wanted to be teachers and embraced that. Others couldn't give a shit and yeah - if thats the case, I think it's easier to change yourself and adapt than try to change someone else.
Just my 2c.
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And, yeah, the rest of my teachers have all gotten stuff back in a timely manner.
This is a community college. I expect a good deal more hand-holding in CC than Uni. It's one of the good things about the CC system.
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