Better for Me, Better for (My) Students
Perfection and compulsive organization drive me to over-prepare for the courses I teach. I've found that some instructors, especially at the college and university level, are comfortable with a loose seminar approach to teaching, I like to have lots of notes, outlines, slides, and handouts. Without the structure, I would be easily distracted or my pacing wouldn't fit the class meeting time limitations.
I post most, but not all, of my notes online for students. Having the slides and handouts gives them a chance to review materials covered in class, something I would value as a student. Because I'm a perfectionist, as a student I reviewed materials throughout each semester. My assumption is that many students want that same ability to review and learn at their own paces.
For assignments, I like detailed handouts with all due dates at the top. I describe the assignment, the objectives, the grading criteria, and mention any additional resources available to help complete the assignment. I also prepare grading rubrics that guide students, but reserve flexibility for grading if students fail to meet major objectives. It's not enough to write the perfect paper technically, the paper also has to address the assigned topic! (And yes, I've had students argue that they deserved "B" grades for assignments that were "perfect" except for missing the required topic entirely.)
Having such a structured course, from a detailed calendar to grading rubrics, does not preclude making adjustments nor does it limit my ability to be creative. The structure exists to help cram a lot of material into a 16-week semester, as best I can.
In the business school, my approach is considered standard and reflects the practices of many of my colleagues. However, some of the writing instructors I know bristle at the use of rubrics and the slides I use to guide lectures. These philosophical differences run deep between the disciplines, and I find myself an outlier when I read writing forums or lists. But, my approach would have been what I sought as a student and aligns well with the students I teach, primarily STEM majors.
I was the students I teach. Hopefully, they help me meet their needs effectively.
I post most, but not all, of my notes online for students. Having the slides and handouts gives them a chance to review materials covered in class, something I would value as a student. Because I'm a perfectionist, as a student I reviewed materials throughout each semester. My assumption is that many students want that same ability to review and learn at their own paces.
For assignments, I like detailed handouts with all due dates at the top. I describe the assignment, the objectives, the grading criteria, and mention any additional resources available to help complete the assignment. I also prepare grading rubrics that guide students, but reserve flexibility for grading if students fail to meet major objectives. It's not enough to write the perfect paper technically, the paper also has to address the assigned topic! (And yes, I've had students argue that they deserved "B" grades for assignments that were "perfect" except for missing the required topic entirely.)
Having such a structured course, from a detailed calendar to grading rubrics, does not preclude making adjustments nor does it limit my ability to be creative. The structure exists to help cram a lot of material into a 16-week semester, as best I can.
In the business school, my approach is considered standard and reflects the practices of many of my colleagues. However, some of the writing instructors I know bristle at the use of rubrics and the slides I use to guide lectures. These philosophical differences run deep between the disciplines, and I find myself an outlier when I read writing forums or lists. But, my approach would have been what I sought as a student and aligns well with the students I teach, primarily STEM majors.
I was the students I teach. Hopefully, they help me meet their needs effectively.
Comments
Post a Comment