Getting Better Answers

As the semester progresses, many teachers face everyday questions about teaching and learning. Their hopes for a smooth semester run up against students, schedules, and other daily realities that challenge their best efforts.

The answers to these dilemmas are not found in books on perfect teaching techniques. Rather, the research on good college teaching shows that the best way to respond to classroom snags is to make them a subject of study. Teachers who ask questions about the errors their students make or inquire into the reasons for low participation are more likely to come up with good answers. Then, they are better prepared for the next semester when these challenges arise again.

This tip offers ideas for some quick ways to gather information about classroom dilemmas.

Student Studies

Enlisting student aid in studying a nagging question is one way to tap a valuable source of information. Here are some techniques that teachers have used.

Survival Memo. Ask students to write an imaginary memo to your future students about what it takes to survive your course.

SGID. Ask the CIRT for a classroom observer to visit you class and conduct a Small Group Instructional Diagnosis. They will ask students what is working and what isn't and provide you with a confidential report.

Anonymous Survey. Develop a survey on the topic of concern and have students fill it out anonymously.

Student Projects. Have students conduct special projects on why they don't do homework or how they perceive your subject matter. To make up for absences, ask a student for a report why it is important to study this field.

Extra Credit. Offer extra credit for assignments that provide you with information about students, your subject, or your classroom.

CATs. The CIRT has a book with 50 different techniques for gathering information from students according to your goals. Contact us for additional information.

Peer Exchanges

Discussions with trusted colleagues is another valuable way to look at what is going on in your classroom. The following tips recommend methods that facilitate effective conversations

Assignment Check. Ask a colleague to review your assignments, syllabus, or readings. What problems would they anticipate? How do they approach these topics? Teachers don't share ideas enough. Yet, peers are one of your best sources for ideas.

Peer Observations. Invite a colleague to visit your classroom. Do not depend on casual, open-ended observations, however. Call the CIRT for a brief essay on how to get the most from peer observations.

Discussion Groups. Invite a small group of friends to discuss teaching questions. Keep focused on information-gathering and problem-solving The CIRT can provide short essays to help you focus your discussions.

Student Consultant. Although they aren't peers, our student consultant program has been well-received by faculty who ask our trained students to observe classes or interview students. Contact the CIRT and ask how you can arrange to participate in The Classroom Observation Program.

Self Study

Understanding our own beliefs and behaviors may be a valuable start to analyzing issues in our classroom. Some suggestions follow.

Inventory Notes. The CIRT has a number of checklists and inventories you might use to reflect on your teaching. Ask us for a sample. Keeping track helps confirm our strengths and alert us to what we are overlooking.

Journal. Keep a daily journal for the next two weeks. Describe what is working and what is frustrating. At the end of two weeks you can reflect on emerging themes.

Video Tape. Videotape a class session and see the students' view of your teaching. The CIRT can provide confidential camera operators.

Final Comments

The key to good teaching is not found in a text on foolproof methods. A measured effort to understand what factors keep us from being successful is the surest foundation for any teacher. The above tips are only some of the ways you can gather reflective information. When you have the time to read about a more systematic approach to teacher reflections call the CIRT and borrow a copy of Stephen Brookfield's Becoming a Critically Reflective Teacher.

This Teaching Tip was published by Indiana State University’s, Center for Teaching and Learning.