Feedback, Part IV: College Students

In my first post of this series I discussed the feedback I received from the class I've been co-teaching. As a closing post I'd like to share a few of the comments I received on those little note cards. Some are funny. Some are kind. Some are harsh. And many contradict each other. It's a learning experience to read over them. I've only included a few of 40-or-so I collected here. You'll quickly notice one aspect of the class that almost ALL students appreciated. So, just for fun, as an act of semi-transparency, here they are:

1. You were AWESOME. The notes were helpful and I loved the activity--so fun. P.S. Don't be nervous.
2. You were very creative with the activity, it was enjoyable and a great way to learn.
3. You were very clear and confident.
4. You related and connected with us well.
5. The lecture was good but I would have liked a bit more information. You clung to the notes too closely. But I loved the activity!
6. Be confident and louder.

7. You didn't allow enough time for group discussions---we kept getting cut off.
8. Go slower on the PP, but they were excellent notes.
9. Clear, good activity, just chill.
10. I didn't get the activity, but that's probably just me.
11. Good job with the presentation and engaging. You kept the class on track and relevant. But be sure to fact check your presentation so you are credible.
12. It was too structured.
13. You answered our questions well and kindly. Great activity.
14. Interact more and don't be nervous.
15. I liked everything (esp. the activity).

As teachers, receiving feedback and critique is a great way to improve our craft. The challenge lies in which pieces to focus upon and which ones to let go of. It can be quite the task deciding which points to take to heart and which to "take with a grain of salt" or, dare I say it, ignore. I have yet to master which pieces of feedback and critique to focus in on and which to let go of. I'd love to hear suggestions from others!

Feedback, Part III: Middle Schoolers

As I mentioned in my first post I have taught various classes, age groups, and in various places. During my journey I was afforded the opportunity to teach middle school bible courses for a non-profit organization. At the end of each semester I asked my students to fill out evaluation forms to help me learn and provide information for our program director.

Oh, the things middle schoolers will say!

Often, I laughed so hard I would tear up reading their comments. They say the funniest, strangest, and often sweetest things. They are, typically, unashamed and tell it like it is. Just for fun, here are a few comments I can remember receiving:

"Mrs. Megan is awesome!"
"We love you Mrs. Megan."
"Mrs. Megan had some great shoes."
"Mrs. Megan, you grade so easy, can you teach all our classes?"
"The journals were too hard. I hated them."
"The activities were awesome."
"I loved the bus rides."
"Birthday's were my favorite part of this class---Mrs. Megan's cakes are the best."

And these are just a few that I can remember. They were so gracious, positive, and so honest. Not one of them would have written anything they would not tell me to my face (in fact, many of them said these things to my face). College students are not always the same. I'll address them in my next post.

What comments can you remember receiving from students you've taught?

Feedback, Part II

I remember receiving feedback based on my teaching for the first time as a teenager. I grew up in a small town, in a very open and supportive church. Shortly after my call to ministry my Sunday School teacher was going to be away on vacation. Naturally, I volunteered to teach. Unnaturally, she allowed it. I prepared my lesson---thoroughly. I collected all the supplies I needed for activities, arrived early to set-up, and taught the class.

In the middle of the session the substitute teacher arrived (as he was informed the regular teacher was away on vacation). I assume he was afraid we would be destroying the youth room and was shocked to find all in order and an actual lesson taking place. After the session he informed me that I did a fantastic job and expressed how surprised he was to find me teaching. He offered little other critique. He did not critique my methods, theology, or any other part of the session. He simply offered an honest word of praise and shock.

Following the discussion with the substitute one of the youth approached me and through tearfilled eyes thanked me for teaching that morning. She claimed God spoke to her and the lesson was just what she needed to hear.

Looking back, all those comments fueled the fire for me. I was given the confidence needed to press on and keep looking for opportunities to teach. I cannot remember what scripture passage I utilized or the point of the lesson (although I have some vague ideas). But I can, with great certainty, say it was probably not very good. I'm sure my exegesis and theology were off. I'm sure my methods were poorly thought out. I'm sure it was just all around an amateur job.

However, God can still work. The Spirit can still teach. Even when we think the lesson is horrible and the points are not coherent. So, while I'm certain my lesson was not that great, I'm sure I was open, willing, and ready. Sometimes, that is all it takes, even when the content is not perfect (however, please note I am not suggesting we ignore the careful task of preparation when teaching).

In light of it all, the praise and encouragement was right on point at that time in my life. Had the substitute said something harsh or hurtful I may have never taught another class and would have never arrived at this point in my career and calling.

Student Feedback

At this point in my journey I've taught a number of classes, in a number of settings, to a number of different audiences. Through it all I have valued critique and feedback on a number of levels.
Recently, a wise woman in my life suggested having students fill out feedback cards (notecards or slips of paper) throughout the semester to gain feedback all along the course of the semester instead of relying solely on end-of-course evaluations (which you only have as a source of feedback if you teach the course full-time and not as a Teaching Assistant, like I often do).

So, after teaching a few weeks ago I asked the professor I'm co-teaching a course with if I could take five minutes at the beginning of class to get some feedback from the students. He is gracious and believes in growing as a teacher (which I am so grateful for), so he allowed me the time.

It is amazing what students will come up with. It is amazing what some notice. It is amazing what some will write when they know it is anonymous and they do not have to claim the comment.

I'm interested in knowing how the process of feedback and critique has been for others. In the next several posts I'll be writing some additional blogs about feedback and classroom teaching--both good and bad--from my experiences.