Every student knows they will face some sort of evaluation: a quiz, a test, homework, or in the case of ENG1101, essays. But did you ever stop to think about the evaluations teachers face?
My first evaluations come from my students, and I receive them in subtle ways. How do I handle the student who thinks it's a stitch whenever he or she finds a way to disrupt the class?
How do I handle the student who can barely stay awake? Can I do it in a way that benefits the class AND the student?
I evaluate myself, too. After every class I get my own grade for saying and doing the right--or wrong--thing. Have I explained the assignment clearly enough? Have I let student know what I want them to learn? I went to a class yesterday on designing a syllabus and I learned that I can always do better.
Perhaps the most telling evaluation comes from my colleagues. When another faculty member comes into my classroom to observe and offer thoughts on how I could do better, I know I'll be nervous. I also know that I'll learn from the experience, and after all, isn't that what we're all here to do?
Mrs. B
My first evaluations come from my students, and I receive them in subtle ways. How do I handle the student who thinks it's a stitch whenever he or she finds a way to disrupt the class?
How do I handle the student who can barely stay awake? Can I do it in a way that benefits the class AND the student?
I evaluate myself, too. After every class I get my own grade for saying and doing the right--or wrong--thing. Have I explained the assignment clearly enough? Have I let student know what I want them to learn? I went to a class yesterday on designing a syllabus and I learned that I can always do better.
Perhaps the most telling evaluation comes from my colleagues. When another faculty member comes into my classroom to observe and offer thoughts on how I could do better, I know I'll be nervous. I also know that I'll learn from the experience, and after all, isn't that what we're all here to do?
Mrs. B
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