Thinking, Reflecting…

This week has been super busy as I was trying to finish grading final exams, final papers on my summer courses, as well as posting grades. So, besides the actual reading and grading, I spent a couple of days just thinking and looking at students’ grades. When I am doing it, it makes sense, but I when tell someone that I actually take a couple of days to spend time just thinking about the students and their grades they look at me surprised. I guess in other professions this type of process does not occur.

It is also an activity that most in the education field don’t talk about. I am not sure why, but we don’t. During this time, for starters, I want to make sure that all of the grades are entered, and I have not missed anything. The other reason is that I look at how much a student has progressed in a few months or weeks and if that is reflected in his or her final grade. As I am looking at their grades I am wondering if what I set out to do during the semester or summer session, occurred. What I mean is, I always have a set of goals as I begin designing and then teaching a course. It becomes evident if those objectives were met when I look at my students’ grades.

This is the time that I take a lot of notes for myself so I can remind myself if what I used for the semester worked or not. By “worked” I mean, did online tools like VoiceThread, or a homework assignment fulfill its objective?  How did the students react? Did they do well? Did they have the knowledge I was hoping for? If not, why not? What can I change to make this so I can make their learning experience better? Or they can absorb the material better?

So, thinking about grades and performance objectives at the end of a course is extremely important in order to begin the process of redesigning an upcoming course. I see it as a way to measure if what I am doing in the classroom virtual or face-to-face is important. Of course, there are those students that register for my course that they are not ready for it or those that are taking, but have no interest in learning because they believe that the course is a waste of their time and they need to take it to graduate. I don’t usually take most of those into account because how can look at a student that doesn’t have the prerequisite knowledge in order to do well in my course. It is those students that I have a hard time failing because the majority of them work extremely hard to pass and even though they have progressed a lot it still isn’t enough. On the other hand, the students that think have nothing to learn are the ones I that I cannot be concerned about because there is always something to learn, and instead of approaching that way, they close themselves up to all sorts of opportunities.

These and many more thoughts go through my mind during this period of reflection. Of course, there is a lot more to it than just thinking and re-evaluating for a couple of days, but this is how I begin the process of working and thinking for the upcoming courses I will be teaching in the fall or spring semesters.

Do you think about how your students did while taking your course? How do you go about designing and then teaching a course?

 

Katherine

 

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