People who continuously get better as teachers
generally follow these three maxims.
1. Keep trying new ways of teaching. The
concept of "getting better" implies that one
is doing something different, and that the "something
different" is "better" in some way. Hence,
it is important to constantly be trying something new
and different in the way one teachers, if one wants
to get better over time.
2. Assess the new way of teaching thoroughly. Regardless
of whether the new way of teaching is a minor refinement
(e.g., using better questions in class) or a major new
way of teaching (e.g., using small groups extensively),
you need feedback on two central questions:
a. Does it improve student learning?
b. Does it improve student reactions to my teaching?
To answer these questions, you should
consider using both mid-term questionnaires (or interviews)
and focused end-of-term questionnaires. Mid-term questionnaires
off you a chance to obtain early feedback on how students
are reacting to what you are doing, either through multiple-choice
questions, or open-ended questions. By administering
such questionnaires one-third to one-half of the way
through the term, you will have time to make any changes
that are called for.
Focused end-of-term questionnaires give
feedback both on the goals for the course and on each
of the teaching/learning activities used in the course.
The basic idea is to have a questionnaire with two major
parts.
· In Part I, each major course
goal is stated. Then, for each goal, students are
asked (a) the degree to which that goal was realized
for him or her (usually on a scale of 1-5), and (b)
why (in a "Comments" section).
· In Part II, each distinct teaching/learning
activity is listed, and the reason for including that
activity in the course is described. Then, for each
activity, students are asked to indicate (a) the degree
to which that activity was successful, for them, in
fulfilling that purpose, and (b) why.
This kind of questionnaire is very effective
in providing specific and focused feedback to the teacher
on (a) the degree to which their various learning goals
were achieved and (b) student reactions to each of the
teaching/learning activities used.
3. Give major innovations sufficient time.
Major innovations are generally more complex and they
therefore often need supporting processes to work right
before the innovation itself generates the hoped-for
improvements. For example, one may need to learn how
to create good group assignments before the use of small
groups will generate a high level of energy and learning.
The lesson here is: Don't abandon an innovation
if it does not work well the first time. You may need
to learn what to do to make the innovation work right,
before you see the desired advantages.
If it doesn't work after three honest tries, then it
may be fair to conclude that "it doesn't work for
you." But give it at least three tries before you
reach that conclusion.
