Thoughts on Education – Teaching Mistakes I – 8/1/2013
I came across an article recently that had me reading a long list. I’m not crazy about lists, but when I use them, I try to keep them short (under 5-6). I also write a lot in general, so a long list format doesn’t work great for me because I tend to make each item way too long. But this one was interesting to me, and should be interesting to anyone who teaches or takes classes. The article is The 67 Worst Teaching Mistakes. What was interesting to me was that the list was not produced by some editor at an online publication somewhere, as those types of lists tend to be so vague and general as to be completely useless. Instead, this list came from user submitted mistakes, all submitted by current educators with both their names and institutions included in the list. This makes it inherently more interesting and worth looking at. Here are some of the highlights that I agree with:
3. Always standing behind the lectern – This is something I have come more and more to do as I move forward with my teaching. In fact, I believe teaching from any single spot is a drawback, as it easily lulls the students into a torpor upon looking at the same spot for 75 minutes. I may walk around excessively, but it is better than standing still the whole time.
7. Talking too much or doing too much – I fail at this every day I teach. I am a talker by nature, and I have a hard time controlling myself in a classroom setting. I know I say too much, and I know I don’t leave enough time for the students to speak.
26. Telling students they must read the textbook or other materials and then not following up on that requirement – I have been working on this one, but it is something I do not do well. I don’t like having my students read a textbook, but it is something that is a requirement in my department, and so I have to. My feelings on textbooks in general are mixed, as I don’t find them to be very useful, and I think students rarely get much out of reading them. At the same time, however, I can’t assume that my students have a strong level of knowledge on my subject prior to my classes, so there has to be something there to give them the basics. As well, since I do a hybrid, flipped classroom, they have to get this information from outside of class in some way, and the textbook is the least objectionable form for it. Because of all of this, I am not good at integrating the actual material into my course. There are chapter quizzes, but they are separate from anything else in my class, making them disconnected. This was the biggest negative comment about my class from last semester, and I am working on ways to improve the integration of the required readings into my course.
30. Testing for knowledge and understanding of course content through multiple-choice tests and exams only – This is what inspired me to move to a hybrid, flipped model of teaching, as I strongly believe that rote memorization is an abject failure of teaching in the history classroom.
65. Believing that you are the answer person for the students, that you should never admit that you don’t know something, because students might lose respect for you as the professor – Although this one is directly contradicted by some of the other mistakes here, I do believe this one is spot on. I teach my class in a way that has the students question everything, and I could not do that and then set myself up as infallible. I admit when I don’t know the answer, and I usually hedge a lot of my answers with something like “My understanding is . . .” or “This is how it is currently understood . . .” The key is that history is changing, and there are many topics that we don’t know the answer to. If you present history as a completed subject, then you are just asking the students to memorize the accepted answers. I want my students to think, and the course is centered around that. I want them to question what they know, what they are told, and what the “truth” is, and I would be failing them if I presented myself as the ultimate source on everything.
Those are the ones that stuck out to me as ones that I have tried to work on or agree with very strongly. That’s not to say that others aren’t relevant as well, but I don’t want to just sit here and comment on all of them. As this post is already of a pretty decent length, I’m going to make this one part 1. In my next post, I’ll go through the same list and talk about the ones I disagree with. So, keep an eye out here for part 2.
Thoughts on Teaching – Open Forums – 7/20/2013
I tried something new this summer. I have always had fairly formulaic discussion forums in my class. Something along the lines of — here is a paper topic; write the paper; discuss the ideas of the paper in this discussion forum; repeat several times a semester. That was always a very discouraging discussion format for me, as this narrowly bounded topic selection led to very unoriginal submissions and dull reading on my part. The students largely repeated what they had written about, and, since most had written fairly similar things, the results were basically the same. And then, when I had the requirement that they had to respond to each other as well, then they largely just said they agreed with each other over and over, because, honestly, what else were they going to do. They had all written essentially the same thing over essentially the same topic. What else could they possibly do.
So, this summer, I tried something new. I introduced open forums. Instead of tying the discussion forums to a specific topic or to a specific assignment, I had them as open discussions for the students. Here are the instructions I gave them:
The purpose of this discussion forum is for further discussion on the course material. One of the consistent pieces of feedback I have gotten back over the years is that there is not really a place to discuss what is being read and accessed throughout the course. This forum is intended to correct that. As well, I am trying something new with this forum, as I have not been happy with more focused forums in the past, as they generally are uninteresting and everyone says close to the same thing. I do not know if this one will be any better, but I am trying to branch out to a new idea here.
For this forum, I am asking you to discuss the material that you are working with in class. For Unit 1, that includes Chapters 11-, the lectures Topics 1-8, Critical Mission 1, and any other material relevant to the course. As this is an open-ended forum, I am really not going to say much more than that. Here are some examples of things you could post about:
- I was reading the textbook/lecture, and this was something I did not know anything about/I found interesting.
- In the lecture/textbook, it says _____. I don’t understand what this means. I think it means this, but I’m not sure. What do you think it means?
- As we looked at this event in history, it reminded me of something going on today.
- I found this piece of history really interesting. Where might I find more information on it?
- How do we know that this piece of history we are studying is correct/true? What information is it based on? What might we not know?
Those are just some ideas, and you can go beyond that at will. I will be trying to actively participate in the forums, but I will not respond to things immediately, as I prefer for you to answer and respond to each other rather than just having me respond. I find that my responses in discussion forums almost always end the discussion, and so I will be posting only occasionally.
I think it went pretty well overall. I wanted to try it in a summer session first, as the student base is smaller, and the expectations are different. Most of them would not have had me before or probably even heard much about my class, so they could approach it as a brand new assignment. As well, in the summer, I can have an assignment like this and work with it more, as I have more time in a summer session to dive into the material myself as well. I was pleased with the results from those who participated, although there were a pretty decent number of people who did not participate. The topics posted were quite varied, and it did go in many different directions. I am not going to kid anyone and say they were all wonderful, as the majority were about what you would expect out of undergraduate students — fairly simple and short in form. However, they were a vast improvement over what I had before.
I also had to grade this forum in some way, and I posted up a grading rubric for the students. As I can’t get the formatting to work out correctly, the rubric will be the last thing in the post here. It was interesting to see how it went based on the grading. One of the things to note is that I did have a specific number of posts the students were required to make, and this is where most people, even those who participated well, did not meet my expectations. I’m not sure if I set the number too high, but I thought it was fairly reasonable. Still, I would love some feedback from anyone who is teaching or from anyone who might look at this from a student’s perspective.
The other thing to say about the open forum at this point is that I found it nice from my perspective. I could go in and comment and explain on what I found interesting. As well, if I came across an interesting article or podcast somewhere, it made for a very convenient place to post that for student consideration. Overall, I was pleased.
Has anyone else used something like this? Have you taken a class that included this? What do you think of my instructions and rubric? What would you change or improve?
Grading rubric for Discussion Forum
| Standard | Not Done | Poor | Average | Good | Excellent |
| Timeliness
(25 points) |
Does not participate in the discussion at all.
(0 points) |
The student participates poorly in the discussion, participating less than 6 times during the discussion.
(10 points) |
The student waits until the last minute to post, having all posts in the last days of the discussion.
(15 points) |
The student posts throughout the discussion as well as early in the discussion. The student participates at least 2 times early in the discussion and a total of at least 6 times throughout the discussion.
(20 points) |
The student posts frequently throughout the discussion, with posts at the beginning, middle and end parts of the discussion. The student posts at least 8 times.
(25 points) |
| Posting
(25 points) |
Does not contribute to existing discussions.
(0 points) |
The student only posts his or her own ideas without interacting with other students.
(10 points) |
The student only replies to other students and does not make any original posts of their own.
(15 points) |
The student contributes his or her original posts and relevant follow-up questions to posts by other students. The follow up questions are timely and do not slow the discussion.
(20 points) |
The student posts original content and follow-up questions that are timely and highly relevant to the discussion and spark further conversation. The student has asked questions that others have not considered.
(25 points) |
| Content Quality
(25 points) |
Does not make any references to the content of the discussion from the video, lectures, or textbook.
(0 points) |
The student shows little engagement with the content of the course. (10 points) |
The student posts content that is related to the discussion.
(15 points) |
The student posts content that is related to the discussion and uses specific historical references from the material to support their ideas.
(20 points) |
The student posts highly relevant content and helps keep the discussion engaging and educational using the material from the course.
(25 points) |
| Clarity
(25 points) |
Posts are incoherent, distracting, and/or in very poor form.
(0 points) |
Posts are simple in nature and largely just agree with what others say. (10 points) |
Posts show some awareness of the ongoing discussion and attempt to engage. Some grammatical errors.
(15 points) |
The student contributes in a thoughtful way. The student has used grammar correctly and expresses opinions without denigrating others.
(20 points) |
The student has used language that expresses thoughts and opinions clearly and respectfully. The text is clear and concise and free from major grammatical mistakes.
(25 points) |
Thoughts on Teaching Summer School – 7/17/2013
Yes. I know. I have not written in a while. You can blame the birth of our daughter and the first nine months or so of her life. Between teaching a full load, teaching an overload, taking care of the other three kids, and taking care of a baby, blogging has taken a back seat to the rest of life. Now that things are settled down some, and my teaching is done for the summer, I hope to get back on here a bit. We shall see how I do, but you have to start somewhere.
I just finished up my seventh summer of teaching full time (yes, I also taught some summer classes as a graduate student). I have taught online every summer session that I have taught, and this one went about the same as usual. Since our pay decrease two summers ago, I now have to teach three summer classes to make the amount of money that I want to make, so I taught three sections — two of the first half of American history and one of the second. I am not sure why my department chair assigns me both halves in the session, as it would be easier to do all of one, but I don’t have a lot of choice there.
While teaching in the summer, I had some general thoughts that I thought I would share.
The quality of students we get at a community college is dramatically higher in the summer. The majority of students are ones that are off at a 4-year university somewhere and have come back to get a few classes out of the way cheaply. Thus, the quality of work submitted is often much higher, and the ratio of A’s to the rest of my teaching is much higher. It reminds me a lot of my teaching in graduate school, where I was always fairly pleased with the quality of work submitted to me.
At the same time, we also get a lot of students who are taking summer classes who should not. I started out at the end of the spring semester with three full sections at 30 students each. By the time the summer session started, I was down by about 10 students, as we always lose some for academic suspensions or failure to pay. Then, in the first week, upon getting into the class and seeing the level of work required, I lost about 10-12 more students. Then, over the course of the summer session, I had more drop and/or stop attending. All together, I started out with 90 students at the end of the spring semester and ended up submitting about 55 real grades to students who worked on material all the way through the summer. This is fairly typical.
One of the requirements at my community college is that we hold physical office hours over the summer, even if we are teaching only online. The required number of on-campus office hours is fairly flexible, but some must be there, and I ended up holding 8 on campus each week. In the five weeks of the summer session, I saw three students in those office hours, and they all came on the day before the first exam opened. So, except for that day, it was a waste of both my time and gas to go to campus every day. I also held online office hours in the evening for students who could not make the on-campus hours. In the five weeks, I had no students in my online office hours. So, traditional office hours were largely a waste. However, I answered emails all day every day, participated in online discussions, responded to student posts with questions in the classroom, answered messages in our LMS system, graded, evaluated, read drafts, worked on course material, and more. Yet, if you count my output on what I did during my “official” time in office hours, it would look like I did very little. This is the conflict that we run into with teaching online, that the actual productive activities are not easily quantifiable or restricted to traditional avenues. In our culture that wants to quantify everything, it can easily look like I don’t do much, yet, if you ask my wife, I never stop working. I am busy in the class every day from when I get up until when I go to bed.
As usual, 20% of my students say they loved the class, 1-2 students said they hated it, and the rest are never heard from. It is frustrating sometimes, as I can only assume I am doing good as most of what I hear is positive. Yet, all it takes is that one students to write how much (s)he hated the course to drag down the rest. That is the comment I obsess over and worry about. I know I shouldn’t when that person is outnumbered by far by the rest. The one this summer session hit me harder than usual, as she said that I came off as rude and unwelcome in my Announcements to my students. Thus, now she has me paranoid that this is how I came off, and that is why I don’t hear from the other students. The so-called rude Announcement that I made was that the students should read the syllabus and Announcements before contacting me, as I get irritated when I have to copy and paste the answer back to them from something I have already said. I didn’t think that was an unreasonable thing to say, and I have sent an Announcement out along that line most semesters that I have taught. Sigh. It only takes one comment to get under your skin.
And, finally, the good thing about my course now is that I have it all pretty well set up. So, it largely runs itself, which allows me more time to actually participate in the classroom rather than spending my time creating and maintaining. It was a generally pleasant experience overall.
And, with that, I’m out for now. I just hit 1000 words, which is pretty good for the first time out in a while. I promise to try and write more.
Second “week” of the hybrid class
Ok, so I’m a bit behind. Our life has been a bit upside down, as we are coming up on the last month before our baby is due, and the urgency on getting things done is ramping up on a daily basis. So, it makes sitting down and getting extra things, like this blog, done hard. I actually have to go back and see what I did in the second “week” of the hybrid class, as that was a while back at this point. I put the “week” in there because it is technically the third week of the class, but the first week really didn’t count for the activities. This will be the last time that I put in the quotation marks, but I wanted to keep it consistent for the moment.
In the second week, I had the students go online to watch some pre-developed lectures. I decided to use the site to see if having the students access the same material in several different locations and forms made a difference. In this case, they have my own lectures, which are both written and in audio podcast form, the textbook reading, and these lectures. While these outside lectures are somewhat cartoony and simplified, the basic ideas are delivered well and they are at least moderately entertaining.
After reviewing five of the lectures in addition to the normal lectures and textbook reading, the students had to come ready to do a group activity. The activity was to be done completely in class, and each of four groups of 4-5 students was to create its own successful colony. They were to apply the lessons from American colonial development and create an ideal colony. I left it pretty much open from there except that I did stipulate that their colony must be a real one, as in it must be reasonable in presentation and must relate to the other existing colonies at that time. They were to discuss the people who would have come, where they would have settled, what their economic basis would have been, what religious ideas they would have had, and what type of government they would want.
So, how did it go?
Well, it was the first time for me for an assignment like this, and it was the first for my students in this class as well. The major issue was that all of the work was to be done in class. That was tough for a 75-minute class. I took out about 15 minutes at first to talk about the reading and Uncle Tom’s Cabin. That gave about 45 minutes of work time and then 15 minutes to present. In all ways, it would be nice to have had more time. I did not keep as good of track as I should have the first class, and we had to do one of the presentations the next class. I graded them on the basis that they only had limited time to work on it. The other issue is that it is hard to hold the discussion to just 15 minutes for the first part, and if that goes long, then we really don’t have enough time to complete everything.
Overall, I think it was reasonably successful. I graded it on two things — the presentation and the group work. The presentation grades were all reasonable, as I had to be lenient considering the limited time to prepare. On the group work, I went around and observed each group and came up with my own grades for each person. I also had them grade each other and send me the information. I averaged their grades as one with my grade to come up with a group work grade for each student. It was a bit complex overall, but I think the grades were somewhat reflective, if a bit high for most people.
The problem for giving more time to prep for the students is that this is still early in the semester. I didn’t want to get them going too deep into pre-class prep yet, as that will come later in the semester, which does put a limit on it. What do you think? Am I being too cautious there? Should I have higher expectations of the work ahead of time or keep it as something that is done in class? I just don’t know.
First Week of the Hybrid Class – 9/10/2012
I just finished up the first “week” of the hybrid class. The real first week was taken up with orienting the students to the class and introducing the format (as I detailed here). Since then, I have been seeing each of my sections for the first time with real work to do. I divided the class up so that each student only meets once a week, and, since Labor Day was last Monday, we just finished up the first round of classes today.
For this week, I had the students do the usual stuff – access my lectures and read the textbook. However, the activity in class centered around the students watching a video and then having a discussion in class. As this is the first half of American history, we concentrated in on the Spanish conquest and the motivations for coming to the New World. For that purpose, I chose a video that looks at the transformations that occurred on both sides of the exchange between cultures. I would have loved to have had the students watch the documentary Guns, Germs, and Steel, but that is not available for free and is not available streaming for my students. Even more, I would have loved to have them read the book, but that is even more impossible at this stage. So, I settled on one offered free and streaming through pbs called When Worlds Collide. It is not bad, although the narrator does get on my nerves a bit.
The actual class day went like this:
- Troubleshooting/check in on progress
- Student introductions (I waited for the smaller groups for this)
- Questions about lecture/textbook content and Uncle Tom’s Cabin
- Discussion on the documentary
The discussion went well in all four classes. Nothing spectacular, as expected for the first time out. And, as expected, only around a third of the students actively participated. Since the grade is almost completely participation based, I’m going to assume that some more might be participating the next time out. I also, since it was the first time out with this discussion model, let the students largely direct the discussion. I tried to ask as few questions as I could and let them go where they wanted. I started each discussion with the “What did you think? What did you learn new?” set of questions, and, for the most part, that’s the most guidance I needed to do. Because of the other things, we only had about 30-40 minutes for the discussions, but that seemed to work pretty well. What was interesting is how different the four different discussions were. Even though the material was the same, each class went in different directions. We did cover many of the same topics, but, instead of a lecture that dictates exactly what each student will hear, this more free-ranging approach allowed the students to concentrate in on what they found interesting.
Another very interesting aspect of this approach was the number of times that I was asked a question. When lecturing, I rarely ever get stopped and asked questions by my students. The very mode of a lecture can be fairly prohibitive of that. With this format, though, I was asked multiple questions by the students. While some were asking about things they did not understand, the majority of the questions were more along the lines of asking for further information about what they were interested in. In that way, I feel that the discussion model was a success.
The drawback that is quite apparent at this point is that only about a third of students are participating. The rest just sit there. This class cannot work with only a third participation, and grades for the rest are going to be quite low otherwise. I am going to see how this next set of assignments work, as it will involve some in-class group work. We shall see what happens then.
Reading Uncle Tom’s Cabin – 9/4/2012
One of the things I am doing this semester with my hybrid class is reading Uncle Tom’s Cabin. This is going to be something new for my community college students. I have assigned some outside reading before, but I have not asked my community college students to read an entire book outside of their textbook before. This has been, unfortunately, one of the things that has gotten lost as I have moved from teaching at a university to teaching at a community college. I regret that, but it was one of the things that I was told I would not be able to do with community college students. So, this is something new.
I am having the students read it in a different way. We are using the Uncle Tom’s Cabin and American Culture site for the reading and work this semester. Instead of having the students just buy the whole book and read it, I am having them read it through the site. This has the advantage of being free, which is important. As well, I am having them read the novel as it originally appeared, as a newspaper serial. The breakdown is on the site as a weekly reading, set up in a way that makes it easy for me to assign pieces as we go along. I am not holding the students responsible for reading it weekly, as it is assigned, as I am really only concerned in the end that they do the actual reading. However, the bargain for them is that I will be reading it with them. And, every week, I will start the class by being available to answer any questions about the reading. So, if they read it on schedule, they get help. If they do not, they don’t. Very simple.
Ultimately, we are going to have a larger project to go along with Uncle Tom’s Cabin, and I will write more about that here as we get to that point. In other words, the assignment is still under development. More later on that as well.
First Days of the New Semester – 8/28/2012
Here we go, it is the second day of the semester, so I have met both my MW and TR class once so far. This is a new and interesting semester for me. We are teaching in our brand new academic building that has all of the latest technology in it. As well, I am teaching a completely redesigned course. If you followed my blog last semester, I talked about the push for redesign, and I have jumped in with both feet here. This is a fully hybrid class that takes on the “flipped” model of moving the lectures outside of class and reserving class time for applying the material.
I am teaching two sections of this newly redesigned class and four sections of my more traditional online class. So, I will have a direct comparison between the new class and one of my old models to see how it goes between them.
For the first day of class, it was largely a presentation of the class, ie. going through the syllabus and such. However, I talked mostly about why this class exists as it does and how my changes are intended to improve the learning process. Some of the big points I hit are:
- what is a hybrid class and what does it mean to meet only one day a week?
- what is a “flipped” classroom and what is the student responsibility that goes with that?
- what does active learning mean as opposed to passive learning?
- what does it mean to have a class graded on weekly participation?
- how is the new emphasis on research and sources going to play out in the class?
- and, of course, what is history and why is this a good method for studying it?
I was also very clear to the students that this is brand new. In fact, in one of my classes, I called it the beta version of the class. This is going to be an experiment on my part, and I told them to bear with me as we work through it, just as I will bear with them as they try to learn in a new way. I also explained the high hopes I have for them in the course and how we realistically might reach them. Finally, I told them that if they wanted a traditional, passive learning, lecture class, that they could go to most other history classes here.
I will try to update at least every week on this blog, as I have split the class in half, with each group meeting on only one day. Thus, every four days, I will go through the same set of assignments with each group. I will probably blog more, but this type of update will be at least weekly.
Thoughts on Education – 6/6/2012 – Studying in college
I wonder about this all the time. How much work do students really do in a class? I don’t know if my own memories are clouded by the distance, but I certainly remember working a lot in college. Admittedly, I went to an upper-tier private school, but still, I worked on my classes every day of the week. The only day that I took off completely throughout almost all of my college experience was Friday. I only worked a few Fridays over the four years I did my undergraduate work. All other days were fair game, and I usually did school work on all other days. Now, I did not study all the time by any means, and I did plenty of other things as well, but I just remember doing almost all of the assigned readings, working on assignments before they were due, and just generally being engaged throughout the school year as a full-time student. Of course, I did have the luxury of being a full-time student, working only enough to earn some extra spending money, so that did affect what I did.
At my community college now, things could not be more different. We struggle to get the students to do any work, and certainly do not expect the students to work on anything any earlier than absolutely necessary. Of course, it is a community college, and the students here are largely not that strong academically and often work in addition to going to school. Still, it is disappointing and difficult to try and teach students like this. I’m certainly not trying to romanticize my own background, but I think I was a pretty good and pretty diligent student overall. I had good semesters and bad semesters, good classes and bad classes, but I consistently did my work, paid attention to assignments, and was mostly engaged in my classes.
I’m certainly not the only one who has noted this. You just have to talk with any of my fellow instructors, or really instructors in general, and we all feel like the students aren’t doing enough. It is easy to dismiss this, as it is the same type of thing that teachers have been saying about students for a long time. I’m sure my own professors groaned about me and my fellow students as well. So, I don’t know if I’m really bringing up anything new, but I have come across a couple of articles on the subject as well.
This Washington Post article is interesting, just from the perspective that it takes. According to the article, the average student today studies around 15 hours a week, whereas in the 1960s, the total was 24. Even at the “better” universities, apparently the average is only up around 18 hours a week. The article then notes the 5 top reporting schools, each of which exceed this average. Most are small, isolate, private liberal-arts schools, with the University of Wisconsin being the only exception. I have to wonder, however, what the average is at my community college, as I’m assuming that community colleges were not included in these numbers, although I could be wrong.
Also in the Washington Post, is this article, asking the question, “Is college too easy?” It takes these same statistics and turns it around. Is the problem that the students aren’t working hard enough or is it that we instructors aren’t asking enough of them. The data they have shows that the average student in the 1960s worked roughly 40 hours a week in college, while the average today is 27 hours a week. That brings about the chicken-and-egg conundrum. Are we asking less of students because we expect less of them or are students doing less because we ask less of them. Or is it really a symbiotic relationship all the way around that has led to this decline? I don’t really know. I have taught for around 10 years now, and I can see the creep toward asking less and less. This is especially true in an era of tight budgets and increased class sizes, since asking more of students means more work for me with no more (and sometimes less) compensation. So, I wonder where to look to think about this problem. Even my own wife has said to me that she remembers working harder in high school (over a decade ago) than in the bachelor’s degree program she just finished.
I don’t know what to think about it, so I’m just raising questions here. What do you think?
Thoughts on Teaching – 5/19/2012 – Revisiting office hours
Interestingly enough, I came across a recent article on a subject that I have written about before. I have debated the usefulness of online office hours here before, and a recent article in Inside Higher Ed raised the question again. Apparently, San Antonio College is considering going to online office hours because students just don’t go to regular office hours. As noted, professors these days are more likely to contact a student over email or something like that rather than them showing up to traditional office hours in an academic office. In this case, the professors still have to keep five day office hours on campus, but they are allowed to have five of their office hours off campus. However, my earlier issues are still there. I wonder about the actual office hours either way. If students don’t come to traditional office hours and they don’t come to online office hours, then what use are office hours in general?
I completely understand why we are supposed to have them. We are meant to be available. We are meant to be working. If we are not there physically, then we are not working in the traditional sense of the word. We have a board member at my community college who is already convinced that we do not work enough. According to him, our contract is only for 15 hours of teaching and 10 hours of office hours, so we are overpaid and overworked. If we were to move to even less “on campus” time, then the argument would be even stronger that we do not really work.
On the other side of things, there is the question of whether the office hours that we do have are useful at all. What is the use of simply sitting in the office. Am I filling a purpose sitting there? Am I fulfilling a purpose by sitting in online office hours that nobody attends. Or, as the article raises as the real question, is the real interaction that we do with students not in something easily classified as an “office hour?” Where are the real interactions with students? Here’s what I do with students:
- talk with them before and after class
- answer emails within 4-6 hours of receiving them, if not sooner
- participate in class sessions both online and in person
- consider myself on as a teacher from the time I get out of bed to when I go to bed
What do you classify all of those things as? They all take place outside of traditional office hours, except the that I do answer some of the emails and participate in online classes during what are my on-campus office hours. Yet, for the most part, the time sitting there is simply time for me to get things done. However, is doing those things on campus useful? Could I be just as useful doing them somewhere else? But if I’m not on campus, am I not fulfilling my duty as a teacher to be available whenever my students need me? If I’m not on campus, what about those 6-10 students who do come by my office during the semester for help? Or, if I was available in other ways, would those students not come by? What about the non-tech-savvy students? What about the students who want face-to-face interaction? Is it enough for me to be available before and after class? Or do I need to be there for them?
There’s also the question I did raise in my earlier post about the online office hours. I had only one person come to them all semester. Apparently they are not useful as I have them right now either.
So, what is the solution? I don’t know. Any ideas out there?
Thoughts, Ideas, Ramblings, and Other Things 
Thoughts on Education – 6/20/2012 – Vocal comments during grading?
So, I had no idea this was a thing until it came across my email (I just can’t say came across my desk, as nothing comes across anyone’s desk anymore). The article in the Chronicle of Higher Education ProfHacker blog titled, “Grading with Voice on an iPad,”raises the idea of leaving voice comments on graded material for students along with the normal written comments. Here is the reasoning by the guest author of the post: “One of the frustrating things I found in teaching online last semester was the lack of direct contact with students. The class felt impersonal, despite my efforts to give it life. I found that especially frustrating when I graded assignments. The feedback seemed cold and distant, even as I as I tried to point out strong areas of writing and multimedia projects. I overcame this in part by using my iPad to add audio comments to grading. This was a revelation to me.” As I said, I had never thought about this at all before. I then noted, as I am grading right now, that if you go to turnitin.com, you will also find an “advertisement” toward the top for adding voice to graded responses there as well.
I had not really noted the piece on turnitin before, considering that I normally have adblockers on my browsers and generally do everything I can to avoid advertisements of any kind in my daily life. So, this really hit me as something completely new. Has anyone else out there ever done this? Have any students out there had graded assignments returned with voice comments? I’m really curious about this.
Beyond just asking about this (which is a primary purpose here, so please let me know if this is something you have heard of), it also got me thinking about the whole concept of it. The basis on which the above instructor said they found it useful does not really apply very well to me. I have never provided verbal feedback after an assignment. History essays and work tends to be graded and handed back with no opportunities for correcting the material or working on it again. Thus, written comments work pretty well for the few students who actually bother to read them. Or, at least I assume they do. Am I missing out on a whole avenue for providing feedback here? This whole idea just set my mind swirling about the whole way I provide feedback. As I just said, I have strong doubts (and in the case of turnitin.com, which documents students who look at their graded assignment, I know) that many students ever look at the written comments. So, I’m spending a lot of time grading for a very minimal payout. Would verbal feedback in general get more of a response? I don’t mean just recorded as the article refers to, but actually sitting down with students and giving them verbal feedback. Or, would I be just as frustrated at that prospect considering most students would probably resent the fact that they were required to come in to talk to me to get feedback. I already offer to explain grades or answer questions after every assignment I hand back, with a near 0% acceptance rate for that offer. In fact, since most students don’t look at feedback and just accept the grade as given, perhaps providing verbal feedback would be just another waste of my time. I don’t know. I’m just thinking out loud (on the keyboard?) here.
Any thoughts?