Throughout the last two years of university teaching, I have left the classroom desiring more input from students regarding which activities were the most impactful, what they are thinking and what they still want to learn. I’ve always invited the students to verbalize these tidbits at the end of class, but I found this practice to be pretty ineffective. At the same time, I’ve struggled with saving enough time at the end of class for a proper closure. I would ask probing questions to see where the students are in their understanding of the daily topic, but I wanted something more.
Upon reflection, I decided to implement an old technique used by my very first mentor, Brian Jara from Penn State University. When I was his teaching assistant for Women’s Studies classes, he handed out little scraps of paper to each student at the end of class. They would take a few minutes to reflect on what they learned in class, how they were feeling about the topic, share how they personally connected to the material, and offer feedback to class presenters. As we collected these reflections, we could also make personal contact with each individual: “Great job on that paper!” “Have a wonderful weekend,” and “Come visit me during office hours so we can brainstorm some ideas for your final project.”
I’m not sure why it took two years for me to implement this technique, but I’ve started using it this year as a way to gather anonymous, meaningful feedback and as a final closure piece. I love gathering the little papers from each student at the door, making sure to use their individual names as we say our good-byes. This often prompts them to have informal conversations with me or to ask questions. When I retreat to my office after class, I don’t need to make guesses about how the students responded to the activities; I simply read their short reflections. I know what they enjoyed and why; I know what they still want to learn; I know if I am on track and guiding their learning in the right direction. I leave work with peace of mind. No more guessing games! No more agonizing over whether or not the students are “getting it!” It’s an empowering process that I highly encourage, and it only takes about 5 minutes of class time.
I am saving all of these mini reflections. I know this is a resource I can use if I am ever feeling like an ineffective teacher or wondering if I am following the correct career path. My students encourage me, cheer me on, and let me know that they enjoy coming to my classes. They are making countless connections to their personal lives. Most of all, they appreciate the time I am putting into planning engaging lessons that feed their spirits. It feels good to know and it allows me to move on confidently.
I think this practice takes courage because it makes teachers vulnerable to possible criticism. Also, if the teaching practices implemented aren’t working, the teacher may have to adapt to the students’ needs. If teachers collect this information but don’t act upon it, does it mean they are unresponsive to students’ needs? Are they unwilling to change? Does it mean they don’t care? Are they taking advantage of their power? If instructors take the traditional route of only collecting student feedback via course evaluations at the end of the term, they are essentially off the hook. They are no longer responsible to those students. Needless to say, it’s also too late to make the course better for that batch of students. Opportunities for deeper, more meaningful learning are gone. Poof.
So I say BE COURAGEOUS. Give the students their money’s worth and then some. Make them want to come back for more!I've included a few examples of student feedback I've received this term. You can click on each one to enlarge it, thus making reading easier. While reading through 14 piles of student feedback, I did not specifically seek positive responses. I'm pleased to say that the feedback is overwhelmingly positive, with an occasional request for me to share additional information on a topic. Also, there were two class sessions that were apparently packed with too much information. My inner critic won't allow me to automatically assume that all of the students are pleased with every class. I am considering how to refine this practice further. If you have ideas, please share by posting a comment!
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