Teaching Review

Luckily, when one takes their first steps into teaching, someone from the faculty comes into class and critiques how the instructor handles the students. I'm being facetious, of course, because it's a harrowing experience, during which I kept doubting everything I was doing, while plugging along and still doing it. Anyway, here is a bird's eye view of what happens in my classroom...

HAWAII PACIFIC UNIVERSITY

FACULTY PEER EVALUATION FORM

Instructor: Christina Low Evaluator: intentionally left blank to protect the innocent

Course Number: WRI 1100-V Date: 11/10/09 Time: 11:50-12:15

Course Title: Reading and Writing Arguments No. of Students: 16

Classroom Observations

The class arranged the furniture in a circle so that all the students could see each other. The instructor announced at the start that the student who was scheduled to give a presentation was not present. Instructor then asked questions about a Sinead O’Conner performance that was viewed in the previous week. Students shared their feelings on the performance. The instructor encouraged students to consider the performer’s audience. Among the students, a consensus emerged that the singer’s audience was listeners whom already agreed with her, and that her goal was not to change the minds of those who disagreed or were undecided. The instructor encouraged students to seek a broader audience in their own work. The instructor reminded students that on Thursday (11/12) the topics and outlines for their papers are due to be turned in to WebCT.

At 10:55, the instructor wrote the following prompt on the board: “I have always been interested in ________, but have never had a chance to write about it or study it.” Instructor encouraged them to fill in the blank and use this sentence as the start of a free-write about a specific topic. The students actively spent ten minutes writing.

At 11:05, the instructor invited students to share the subjects of their writing exercise with the rest of the class. A vigorous discussion ensued about several potential paper topics, including the LHC particle collider, the situations in both Iraq and Afghanistan, and second-hand smoking. Instructor encouraged students to consider the audience that the student would be writing for, the availability of information and sources, as well as the size and scope of topic appropriate for a paper of this length.

At 11:20, the instructor then gave a brief lecture on a subject the class had covered before: citation sandwiches. This is a vivid and memorable device to teach the incorporation of quotation and paraphrase into one’s own writing. The top piece of “bread” is the introduction of the source material, the “meat” is the source itself (whether quoted or paraphrased), and the final piece of “bread” links that source to the writer’s own argument. Students responded well to the metaphor.

Using the projector, the instructor then showed a 2-page excerpt from Toni Morrison’s speech at Sarah Lawrence College to the class. She asked the students to write an example paragraph that incorporated a quotation from this article, and included an introduction and linkage to a bigger point. Students appeared to struggle a bit more with this exercise. The instructor answered questions, assuaged doubts, and clarified the instructions until they were satisfied. She allowed them to take the time necessary to complete the exercise.

At 11:35, students were paired up into groups to discuss what they had written. The instructor circulated throughout the room and spoke with each small group to offer guidance and answer to concerns. The discussion among the small groups was vigorous and appeared to stay on-topic. Students seemed to enjoy and benefit from the sharing of topics and ideas for papers.

At 12:00, the instructor reminded students of what needed to be turned in to WebCT that week. She then wrote a series of example titles on the board, and asked students which they though were the best and the worst. Students had a remarkable consensus, especially concerning unsatisfactory titles. Instructor asked the students to reflect on what made for a good or a bad title. Next she distributed a handout regarding different types of titles, which the class read aloud.

Instructor asked for questions on the material or the upcoming assignments. She then returned a previous assignment, and dismissed the class.

I was very impressed by the way that the instructor conducted the class. She showed remarkable control of time, and seemed to have a keen awareness of the students’ concerns and attention span. This instructor devoted plenty of time and effort to the selection of appropriate topics, and emphasized the consideration of audience in this decision. The classroom atmosphere was open and conducive to sharing. Students were active and engaged in all of the writing exercises and group work that they did together. The activity that appeared most difficult for them was the actual writing of a sample “citation sandwich” paragraph. This exercise struck me as outstanding and I was very surprised to see the students struggle with it. The instructor handled this challenge deftly—did not abandon the exercise or dilute it despite their protests—and patiently re-explained the instructions until the students understood.

Directions: Respond to each of the items below 5 – Strongly Agree 2 - Disagree

circling the number you feel most closely 4 – Agree 1 – Strongly Disagree

corresponds to your observation. 3 – Neutral NA – Not applicable

1. The material presented was consistent with the course syllabus. 5 4 3 2 1 NA

2. The material presented reflects scholarly understanding of the 5 4 3 2 1 NA

discipline.

3. The course addresses divergent points of view. 5 4 3 2 1 NA

4. The level of difficulty of material is appropriate for these 5 4 3 2 1 NA

students and this course.

5. The course syllabus reflects a logical sequencing of topics. 5 4 3 2 1 NA

6. The pace of the lecture (or “lesson”) was appropriate for the 5 4 3 2 1 NA

students and the material being presented.

7. Provision was made for summaries, conclusions, and synthesis. 5 4 3 2 1 NA

8. The instructor made appropriate use of class time. 5 4 3 2 1 NA

9. The instructor clearly defined terms, concepts, and principles, 5 4 3 2 1 NA

as appropriate to the course .

10. Examples used were appropriate and relevant. 5 4 3 2 1 NA

11. Students were encouraged to engage in classroom discussion. 5 4 3 2 1 NA

12. Student contributions were encouraged and reinforced. 5 4 3 2 1 NA

13. The instructor stimulated student thinking. 5 4 3 2 1 NA

14. Students and instructor demonstrated mutual respect. 5 4 3 2 1 NA

15. The delivery of the instructor (e.g., voice, pitch, diction, 5 4 3 2 1 NA

vocabulary, mannerisms) was appropriate.

16. It felt like a college class. 5 4 3 2 1 NA

Evaluator’s Signature ___________________________________ Date _____________________________

Instructor’s Acknowledgement: “I understand that I may, at any time, submit my own memorandum about the

observations and conclusions reported in this evaluation, to the evaluator and/or the

Academic Dean.”

Instructor’s Signature ___________________________________ Date _____________________________

The Butterflies Never Went Away

There are six more weeks left in the semester and I must admit that, each time I enter the classroom, I still get nervous. Perhaps it has something to do with the power I wield over my students' academic careers and the sense that I don't feel wholly comfortable weighing and scoring another person's work. Grading is the worst part of teaching, but it's such a big part of the job.

I've worked really hard to create an atmosphere of trust and professionalism in my classroom so that my students feel comfortable in making comments. I do not play "guess what I'm thinking." I encourage them to participate and am usually interested in their differing perspectives. I doubt any of them walk into our class feeling uneasy or anxious, so why do I?

There is the aspect of performance that occurs inevitably, because I am at the front of the room. Being closer to the board is a bit like being on stage. I do sit atop my desk at times, using the prop as a chair. I try not to sit at the big desk because of the physical and mental barrier it would likely cause between myself and my students. I also sit among them in the little desks when they make presentations.

Still, even when it's not me "on stage," my stomach flutters, pitching a bit, like driving over a dip in the road. Perhaps it's because, as a student myself, I know about the vast continuum of teachers. I have learned from the good, the bad, and the horrendous. Yet, from that perspective, I have always endeavored to learn, regardless of the teaching method. So, why does it bother me so much to be a teacher?

I remember my brother asking my mom about being a dad when faced for the first time with fatherhood asking the question, "what if I'm a terrible father?" My mom answered, "the fact that you're thinking about it puts you miles ahead of the rest." Four children later, my brother is an ever-present parent who makes conscious decisions and tries his best to be a good dad. That doesn't mean he's perfect. He makes mistakes. He hurts feelings. Perhaps his children will need therapy, too.

Still, it is in wondering and perhaps feeling a bit uncomfortable, that I still strive to learn about being a role model, to discover more about being a good person. I attempt to strengthen my weaknesses, and do not rest easy with the status quo. I read and search for better ways of being a better teacher. I'm sure I will never wake up one day thinking that I'm perfect and that I no longer need to consider or improve this perspective. Maybe that's what makes me different from those who don't. It certainly means my butterflies aren't going away anytime soon.