2-Student Input

There are multiple ways to obtain student input. The most common one that I have used are course/teacher evaluations. These are valuable but the resource seems to be lacking. First, the course evaluations are usually completed in about 15 minutes as a student fills in some bubbles and may possibly write a response off the cuff to an opened question. Second, the course evaluations are at the end of the semester, thus not providing time of action to be taken by the teacher. Thidly, the design of the survey offers surface understanding and rarely challenges a student to truly reflect on their educational experience. The combination of these three factors have caused me to not to fully use the potential in my course evaluations and seek other ways to supplement.

I have created an assignment where students reflect on their experiences of the class, such as the their perspective on the text book, the level of mathematics, and the teaching methods the class uses. Students write the paper during mid-semester as opposed to before when the students would give me input and then I would never see them again. Input taken at the end of the semester is like having a student only turn one form of assessment all year at the very end. The basic ideas of assessment is so that the student can frequently gauge their level of understanding. Likewise, if I am really serious about my student’s input then the I should provide multiple opportunities for them to share. I want my students to have a voice in my classroom that is mutual with mine. As a result, the classroom transforms into a respectful environment where healthy and effective communication takes place daily.

Recently, I have been reading my students input and making comments on my their rough draft. (The assignment was Reflection 2 found under Applications). Reading my student’s perspective have been extremely insightful and very enlightening to how they are experiencing my class. At the same time, the student’s reactions have allowed me to feel the ups and downs of my educational philosophy. When the students would write positively about the class, I gleam a bit, pat myself on the back, and I felt like I was doing a great job. Then I feel the exact opposite when I read the negative comments. The spectrum of my student’s input shows that I have created a learning environment where my students feel open to honestly express how they feel about the class. I also know that being respectful to their input is an act of truly listening to what they say, and not accepting it as the final truth. But it is hard for me not to take what they say personal. Furthermore, I struggle in viewing what they write as constructive criticism.

The reason for my reactions might be that I have spent a great deal of thought and countless effort into my current teaching method. Another factor could be that as a teacher I have rarely experienced in-depth student reflection about my teaching, hence I am unfamiliar with how to accept it. I question how the education system would be impacted if all classes were to have open communication among student and teacher. Could a student understand more of their needs and why certain styles of teaching work better for them; instead of students simply knowing that they hate math or love math? For instance, some could realize that their issue is not that their bad a math, yet they struggle in putting forth effort when they come to a wall. Likewise, could a teacher understand more about why they choose a particular teaching philosophy to implement into their classroom?

Reaching out to my students for their input is a small risk on my part. I have to be willing to respect the perspectives of my students and apply critical thinking to what they say, no matter if it is positive or negative. Finally, I have learned that when asking for student input it is important that I am aware of my intent. If I assign this paper to have them place me on pedestal for the work I do or to hear how great my class is then the lack of objectivity will result in the lack of growth. Also, the paper should not be about me reacting to their input by trying to convince them that my educational beliefs are my way or the high way. The purpose is to level the the educational playing surface, so that my students and I are equally aware that we are both reaching for the same goal: a growth of self through academics.