Chantal has summarized a splendid article from the December, 2009 issue of The Teaching Professor, p. 2 “Teachers Who Improved and commented on its value. This article resonates with my experience as well. I want to add a slightly different way I have used to improve student learning and improve course evaluations. Early in my career students complained that my courses were too hard. I reexamined everything I did and said in class because I did not want to give up my standards. I decided I was offering plenty of tutorial help for all those who wanted it. However, I realized that I had to change student perceptions. So I tried telling students how I much I wanted them to succeed, and I would coach and tutor them to that success. I said that from day one to the end of the course, and I told them how much potential each of them had, and how much they had to teach me. The results were significant as student achievement improved and the course evaluations also improved. What I was doing was trying to change student perceptions and it worked.
I found it worked with new faculty as well when I was Head of the Religious Studies Department, and when I led the FCTL new faculty workshops. I urged these new faculty to think carefully about how they could change student perceptions with what they said in class and outside class. New faculty often reported similar success to my own. If faculty can articulate their course content, then they should be able to articulate how student supportive and friendly they are. I urge all faculty to do this because it works.
I invite anyone to come to The Teaching Professor monthly discussions I am leading in Library 204 (the Faculty Center of Teaching and Learning). We discuss the monthly issue according to the schedule posted on the FCTL web site.
Submitted by Dr. James Moyer, Provost Fellow for the FCTL
Well said there. There is a thin line between something well perceived or simply overlooked. The new breed of students seem to form their opinions about any subject without integrating their own beliefs.
For teachers, its a matter of recognizing how well the students absorb the idea of making a commitment to new things (in life or college!). I think you are on the right track as far as communicating beforehand your expectations and what it will take to finish the curriculum.
The art of teaching is not limited to just delegating but to understand the students behavioral patterns.
Good Luck,
Chetan Jariwala