Below is an updated list of teaching suggestions based on my previous blog posts.
Create and post assignment sheets, rubrics, and objective sheets. (i) Assignment sheets and rubrics differ (the reasons should be self-explanatory). And because students want to know WHAT is expected of them and HOW those expectations will be graded, it would be best for teachers to make and post assignment sheets and rubrics for every major assignment (ideally, for EVERY assignment). (ii) One of the most frequent questions I used to hear from fellow classmates was, "How is this lecture or topic relevant to the class?" To address this, teachers should create and post reading objectives, unit objectives, and holistic class objectives for students to use as learning checklists. The Bloom Wheel can be used to create wonderfully specific objectives. (Please note: In some circumstances, relying on assignment sheets, rubrics, or objective sheets may be counterproductive. In that case, teachers shouldn't use them, but with just cause.) Employ stories. (i) Neurological research reveals that one of the fastest ways to form conceptual knowledge is to turn ideas into culturally relevant stories. Case studies, fact patterns, and personal narratives aid in student comprehension and appreciation. Assign small group projects and discussions, judiciously. (i) To be frank, I dislike, yet respect, group projects and discussions. But having society at large reinforce the misguided notion that people naturally work well in groups simply because we're social animals, leaves me upset. If a project can be completed or a question can be answered without the need to break off into small groups, then small groups is NOT the way to go. People should err on the side of caution--and practicality. Never assign pop quizzes. (i) In fact, the road to hell is paved with good intentions, adverbs, and pop quizzes. On average, teachers hate making pop quizzes and students hate taking them. And besides, studies show that if you want a certain behavior to persist, reward the desired behavior. Therefore, because pop quizzes are used mostly as punishments rather than rewards, pop quizzes tell students, "You brought this on yourself. Don't fail now!" Granted, certain classroom punishments should be used, but why must a significant go-to for "difficult" classes be punishments? Easy: punishments are usually fast and, more important, "convenient." Discuss the assigned reading in full. (i) For instance, teachers should NOT assign a 50-page reading but spend only 5 minutes talking about it on the day the reading is due. Students, like teachers, juggle many responsibilities--personal, academic, and so forth. Hence teachers should NOT make life harder for students by assigning them "lots of amazing literature" just because the literature is informative. The literature must fit with the flow and demands of the class--not the other way around. Create games to appraise student learning and growth. (i) Jeopardy! matches on review days can be fun and informative. In addition, teachers could ask students to write and bring to class their own review questions, which teachers could then add to the review games or to the assessments themselves. Call on everyone. (i) Most of the classes I've taken have been separated into 2 general categories of students, the SuperStars and the Floaters. SuperStars almost always show up to class on time (usually early) and dominate most, if not all, classroom discussions. Floaters, on the other hand, sometimes arrive late but usually NEVER participate. Please note: the division is NOT based on intelligence, but rather on the level and type of contributions they express during class. For instance, when classroom dynamics allow the same 3-4 people to participate in a class of 25+, teachers condition the Floaters to remain (mostly) silent, but encourage the SuperStars to participate by a large, disproportionate degree. Side note: I understand why teachers do NOT want to call on students with extreme social anxiety or some other condition that inhibits their ability to communicate in front of groups (I'm not entirely unsympathetic). However, teachers, as a general rule, should call on everyone at least once or twice a week (ideally once every day) so as to make student attendance worthwhile. Finally, to quote Professor William Jablonsky: "Ask for more of your students than you are likely to get, because some will surprise you." Know the general skill level and general background of your students. (i.) By getting to know their students, teachers find it easier to create a nexus between the lessons and the students' personal lives. So, to appeal to that, teachers should behave selflessly enough to make their lessons more compatible with the ways their students learn. (Understandingly, in giant lecture hall-style classrooms, where 40+ students attend, teachers may not be able to know a lot about all their students' backgrounds. But I digress.) (ii.) When talking to or listening to their students, teachers should maintain eye contact and speak with an engaging voice. I once had a professor who rarely looked me in the eye whenever I participated, and she always addressed me with a monotone voice. She would, however, almost always smile at and speak with a friendly lilt to the students she personally liked better. Whenever my teacher treated me like that (the teacher was kind in her own way, just to be clear), I felt "less-than.” In short, through oral and verbal communication, teachers should make everyone feel important. Body language sometimes expresses a lot more than words alone. Give students opportunities to revise and resubmit assignments. (i) If teachers want students to become reflective thinkers, teachers might designate some essay assignments as "graded re-dos"; that is, graded essays that students could revise and resubmit to get better grades. First, students would read their teachers' critiques (filled-out rubrics); then they would move on to revise and resubmit the assignment(s). Moreover, graded re-dos could replace simple extra credit assignments. Use a variety of teaching methods, consistently. (i) Direct instruction, with short videos and visually engaging PowerPoints; the Socratic method, with a profusion of questions and detailed explanations from the teacher and students; Jigsaw classrooms, with students teaching other students; and so forth. Try to give 5-minute classroom breaks for every 30 minutes of teaching time. (i) Studies show that students tend to learn more within the first 30 minutes of class. Why? Well, because the mind can only focus on and process and store incoming information for so long. And because of this, on average, students should study for 30 minutes, walk away for 5 minutes to let the brain "decompress," then return to studying for another 30 minutes or so. Otherwise, studying--let alone expecting students to memorize information after a nonstop lecture (more than 30 minutes long)--reaps no rewards. Except frustration. And bad grades. Try to reserve at least 5 minutes after class to talk to students who need to speak to you. (i) I've had teachers who were sometimes the first to leave the room after class. (And sometimes they were the first to arrive late to class!) Reserving extra time after class to speak to students (notwithstanding office hours) will give students one dominate impression: the teacher truly cares about us. Accommodate students when serious events preclude them from attending class. (i) Most teachers I've had are more than understanding when students from athletic teams are unable to come to class because of the "big game." After all, those students are representing the school. Regardless, teachers should accommodate students under special circumstances (e.g., not penalizing a student for wishing to attend a family member’s funeral). Allow your students to make office appointments. (i) Teachers could ask students to arrive to their appointments with questions already prepared. Still, the meetings would help students establish stronger bonds with their teachers and vice versa. Avoid giving quizzes near the end of class. (i) I had a teacher who gave out quizzes five minutes before the end of the period, and because certain students were slower quiz takers than others, some of the class had to stay after to finish. Which induced unnecessary stress and probably caused at least one or two students to arrive late to their next class. If quizzes must be used, teachers should give them at the beginning of class. Make earning A's possible. (i) Consider this: if a rubric's grading system shows 10 possible points can be earned for a project worth that same amount (totaling 10/10), then an A-plus should be possible, not impossible. If not, teachers should articulate the "no A" rule in front of the whole class, in the syllabus, on every assignment sheet (if applicable), and on every rubric (if applicable). Better yet, teachers should make earning A's possible. Be prepared to move about the classroom. (i) Some teachers teach behind lecterns or behind their desks or next to their lecterns or desks. This can work in many teaching contexts, but not all. Therefore, teachers should consider moving about the classroom, occasionally and strategically, so as to demonstrate confidence and poise. Wait at least 5 seconds before calling on students. (i) Studies reveal that most teachers wait only a second or two before calling on students. Waiting at least five seconds, however, gives students more time to formulate responses and discover gaps in their own comprehension. Post class updates on the class website. (i) Time and time and time again students ask, "Wait! Did the teacher change something on the course calendar? If so, what's due tomorrow?" To avoid such panic, teachers should discuss all class changes to the class (in person!) and electronically post such changes for easy access. In fact, keeping a "public" record of the updates will hold everyone accountable to the updates themselves. Make sure every student is paying attention. (i) Many teachers I've encountered dislike confrontation (I myself dislike confrontation). But if students are talking during a lecture, or texting their "baes" in the middle of class, or watching funny Youtube videos while their fellow classmates are giving presentations, or emailing friends when they should be reading an article in small groups, or doing any other "distracting" act, then teachers should "confront" them. Teachers, for example, could sternly, but politely, remind the distracted students to pay attention. Teachers could give out a certain number of warnings before introducing punishments. At work, employees are expected to pay attention to whatever it is they are supposed to be doing, and if they don't, their superiors usually give out warnings (notwithstanding terminations). Likewise, teachers should be "the good bosses" (aka, leaders) of the group and hold everyone accountable. Encourage students to help other students learn. (i) Having students teach other students does carry a tremendous amount of merit--if done right. For example, before math class, I used to help other classmates with their homework. Instead of giving them the answers, I explained which formulas I used and why, showed them how to solve the problems using the blackboard, and told them to solve other related problems by TEACHING ME how to solve them. I asked them questions to scaffold their understanding and praised them whenever they answered the questions correctly. Granted, my teacher did not ask me to help my fellow classmates (she wasn't even there). In other scenarios, teachers could break classes into small or large groups and allow the students to teach one another. (Needless to say, students should have at least a decent understanding of the material before they start teaching others.) To that end, the Jigsaw classroom approach can be beneficial. Encourage students to study in ways that help THEM learn. (i) For instance, teachers could offer a variety of study tips that appeal to different types of learners. "If you learn best with pictures," one teacher may say, "then use a whole gallery of pictures to help you understand the material!" Crude, but often effective. Give students reflection-based assignments. (i.) Teachers should give students ample opportunities to become better reflective, critical thinkers, and one of the best ways to do this is by assigning them reflection papers. For example, teachers could assign end-of-the-semester reflection papers, which require students to answer several questions designed to stimulate metacogntive thinking. Questions such as, "What did you know coming in / coming out of the course?" & "How did you reach or accomplish the holistic class objectives?" (ii) An alternative to general reflection papers is the thought paper, in which students write about anything they wish, so long as it satisfies the word count and expresses clear, focused, reflective rationale. For example, for Composition 101, teachers might assign thought papers to gauge their students' initial reflective and writing skills. For more specialized courses, such as Environmental Science, teachers could assign more specific types of thought papers, such as those with the following key requirements: must be exactly 5 pages long, must discuss any topic pertinent to the study of environmental science, and must connect that topic to some aspect of your life. Reward note taking when appropriate. (i) If effective note taking and studying are essential to pass a given class (which is often the case), then teachers might consider rewarding those who take excellent notes. (ii) Remember: rewarding good behavior is usually the best way to reinforce a desired behavior. Therefore, teachers could reward excellent note takers with candy, extra credit, participation points, or any other appropriate gift. Invite guest speakers to discuss topics relevant to the course. (i) In college, some of my professors invited guest speakers to discuss empowering, controversial topics. But typically after the guest lectures, the material from the lectures no longer felt "important," because the information was barely, if ever, mentioned again. So, to correct this, teachers should make guest lectures worthwhile by introducing guest speakers at least a day or two prior to their arrival; explain the significance of the guest speakers, as they apply to the objectives of the course; and put at least some of the information from the guest lectures on upcoming assessments. The aim: to make the information not only seem important, but BE important. And worth internalizing. Be receptive to suggestions offered by students. (i) Several years ago I took a college class in which I was expected to write several mini essays back-to-back-to-back-to-back. (And back.) Bored by the idea of having to write so many essays, I asked my teacher if I could write faux textbook chapters instead. I told her I would employ colorful headings, pictures, swaths of information from my classroom notes, and fun review questions in my faux chapters. I didn't think my teacher would agree, but she did. And so I wrote the faux chapters. It was hard work, but it was fun--and it helped me learn. The moral: teachers should consider their students' suggestions. Teachers can (and sometimes should) reject their students' suggestions, but learning is a two-way street. A teacher may learn something so fascinating from a student's suggestion that the teacher would be foolish not to see where the suggestion leads. Maybe somewhere great. Take advantage of textbooks. (i) This suggestion applies to both teacher and student, but I'll discuss the former in greater depth here. Teachers should get their money's worth when it comes to employing textbooks; likewise, students want to buy textbooks they'll use regularly. For example, in one of my old college classes, my teacher had us buy a $200+ textbook, but we referred to it only once or twice. In another class, a different teacher had us buy a $100+ textbook, but we used it ONLY to solve the math problems at the end of SOME chapters. The moral: teachers should use textbooks more judiciously. If not, why should they waste their time and money getting an entire textbook when they could, for instance, teach more "cheaply"--e.g., scan and save readings as PDFs and upload them for easy access. (ii.) Please note: textbooks should NEVER replace the role of the teacher. Moreover, teachers should feel disinclined to teach their chosen textbooks as the authors might have intended. It is the teachers' classes, not the authors', after all. Try (really try) to create your own assignments and assessments. (i) A while ago a friend of mine told me that a former professor of his once "borrowed" a test from a Web site and gave the test to the class (the test covered a book they had just read). The result: the class bombed the test because the professor did not customize the test to complement the class objectives If teachers want to borrow assignments and assessments from outside resources, then great. At the very least, teachers should make assignments and assessments workable. Unfortunately, based on what I have gathered about the American education system, teachers in particular circumstances may be required to teach in ways that might undermine student achievement. If allowed, a teacher who, for instance, loves an assignment prompt she found at the back of a textbook, but dislikes certain parts of the prompt, could choose a different prompt or change it. Regardless, teachers should assign / should be given the necessary leeway to assign projects, homework, and assessments that contribute well to student learning and achievement. Dress appropriately. (i) Every outfit means something depending on the context in which its worn--or not worn, for that matter. Teachers should wear clothes that represent who they are (notwithstanding any school rules that may contradict this suggestion). Keep your ego at bay. (i) In the classroom, students want teachers who demonstrate aplomb--those who explain, encourage, enlighten. And not those who exemplify bloated egotism--those who pontificate, ramble indiscriminately, and proselytize. Needless to say, teachers should NOT do what I just listed. But you know what? Many still do. For example, an acquaintance of mine once told me that she had a high school teacher who discriminated against her for being Catholic. (ii.) Students get it. You, the teacher, are smart. Have loads of brilliant ideas and know lots of trivia. But again, students get it. Don't pontificate, ramble indiscriminately, or proselytize. Don't be a pundit or a converter. Be a teacher--and move on. Describe or show what your assessments look like. (i) If the test will be all multiple choice questions, the teacher should say that to the students. Likewise, if the test will have an array of multiple choice questions, true or false questions, matching questions, and short response questions, the teacher should say that to the students too. You wouldn't expect someone to go to a job interview with no insight about the position, right? Similarly, explaining what will be on the test and how the test is designed will help students study the right way.
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After seven months or so of not writing a blog post, I looked back on my post titled "Reflection--Part 2" and realized that my thoughts on Suggestion 29 were incomplete, if not inaccurate.
On 11/25/2018, I wrote that the Suggestion was, in part, as follows: "it's pretentious, it's presumptuous, and it's mean-spirited." Because I still agree with the basis of the Suggestion, I would like to rescind my own harsh assessment of the Suggestion, but with an explanation. A former acquaintance of mine convinced me to dislike the Suggestion because he considered the Suggestion insulting. He accused me of pontificating, saying that the Suggestion was unfair because, in part, teachers do not always have control over their lesson plans, assignments, assessments, etc. In the interest of fairness and self-respect, I agree with my former acquaintance on this point. I would therefore like to modify the Suggestion again. The new revision (notice the title change): 29. Assign projects, homework, and assessments that aid student learning and achievement. A while ago a friend of mine told me that a former professor of his once "borrowed" a test from a Web site and gave the test to the class (the test covered a book they had just read). The result: the class bombed the test because the professor did not customize the test to complement the class objectives. If teachers want to borrow assignments and assessments from outside resources, then great. At the very least, teachers should make assignments and assessments workable. Unfortunately, based on what I have gathered about the American education system, teachers in particular circumstances may be required to teach in ways that might undermine student achievement. If allowed, a teacher who, for instance, loves an assignment prompt she found at the back of a textbook, but dislikes certain parts of the prompt, could choose a different prompt or change it. Regardless, teachers should assign / should be given the necessary leeway to assign projects, homework, and assessments that contribute well to student learning and achievement. |