Learner Assessment of Teaching: Constructive Criticism

Reflection & Development/Change:

While I don’t receive comments like this frequently, I have received them enough that they warranted investigation. Even in terms when I considered myself very well organized - and many learners characterized the class as organized - I would still have 1 or 2 comments reflecting concern in this area. This happened most frequently in my A&P class, which my first-year MS students took during their first quarter in the program. I was stymied as to what to do with the feedback. Finally, I realized what might be happening.

Trust in the classroom is essential, and trust must be earned. While the data points about who I am as a teacher (hopefully) provide evidence about who I am and where my focus lies (my learners and their learning), my learners don't have a reason to trust me during their first exposure to me.

Ultimately my penchant for leaving due dates and other elements of the class loose may have been experienced as liberating by some and disorganized by others. Some may have even felt as if I was setting a "trap". When I explored how the freedom in my class may have been experienced as a burden or a secret code to crack, I realized I need to be more explicit in my directions. For example, assigning due dates but explaining how they are "recommended checkpoints" has been helpful.

Simply directly discussing my thoughts and rationale for flexibility appears to have been incredibly helpful for learners who are uncertain as to my intentions - or for whom more self-directed learning is a newer experience.

Reflection & Development/Change:

This feedback may seem unrelated, but the core issue was my poor use of my TAs. In general, my TAs are solid, and I know I am very fortunate to have them With that said, they typically do not have an extensive background in the field. Even when they do, I realized I was having trouble learning to delegate. This was not serving anyone, and most importantly, it was adversely impacting my learners.

Basically, I needed to do three things (a) get over myself, (b) take the time on the front end to build the resources my TAs need and orient them to their tasks and the class, and (c) give my TAs greater agency.

Reflection & Development/Change:

Frankly, I struggle with this, though I am constantly exploring the balance between de-centering my voice in class dialogue with re-centering dialogue that may be tangential or redundant. Sometimes, I think that learners may perceive something another learner says as tangential, when in fact it is quite creatively related to the topic at hand. Other times, comments are in fact tangential or iterative, yet I struggle with intervening out of fear of squashing an individual learns "aha!" moment - which may be the case for some of my more external processors.

As the terms progress, I typically have a better sense of who may be externally processing versus who, perhaps, feels the need to always center their thoughts. I am most definitely a work in progress in this arena. What I do know with certainty, as I develop my skills in this arena, I would rather err on the side of allowing space for tangents and redundancy rather than harming a learner who is authentically trying to contribute to the progression of the dialogue or confirm their processing of the material.

Reflection & Development/Change:

This is feedback I would read and think to myself, "I know! Right?". Then every incarnation of the class, the adjustments I made never really rectified the issue. I finally realized every solution I tried was simply moving the units rather than completely dissolving the units as they were and re-imaging the organization of the class. After I committed to an entirely new way of seeing and packaging the material, the content that felt disconnected was experienced as more integrated and clinically applicable.

Reflection & Development/Change:

This type of feedback comprises a small portion of the feedback I get every year in my Counseling class. I have come to accept that not every learner is willing to accept that their positionally and frame of reference inform their work with clients/patients, caregivers, and colleagues in powerful ways. As such, must be critically reviewed and often deconstructed.

I understand this makes many of my learners (predominately white, cis, het, middle/upper middle class) uncomfortable or even angry, and some are frustrated by my constant calls to dismantle the systemic racism and bias within our field. As an instructor who is on a life-long journey of personal education and development in service of fully embodying and practicing what it is to be an Anti Bias/Anti Racist (ABAR) instructor, some hard-to-read comments in my reviews is a minimal price to be paid.

Reflection & Development/Change:

Sometimes I think a learner simply might not like me. Sometimes a comment seems like a "one-off". In these situations, I will typically consult with trusted colleagues whom I trust to speak the truth, even when it is hard. I know they will help me think through the possible meanings of the feedback.

If I (a) authentically and critically analyze my teaching practice as it relates to a piece of feedback and (b) invite the insights of trusted colleagues, and I still genuinely cannot glean the meaning of a spurious piece of feedback, I have to let it go. I will remember it, in case a similar piece of feedback arises. Otherwise, I simply have to accept that there are multiple reasons this may have been written and those reasons may not be related to my teaching practices.