• Class Ice breaker
• Assessment brief how much time do I have?
• What do I have to do?
• What steps are needed to complete it and get there
• What research can I look into to assist me
• What will I learn aims and objectives
• How is my wellbeing while approaching this?
• Can I team up with someone, so we can support each other?
Receiving feedback is very important for your lecturing journey. It’s a great way to receive positive and negative criticism, this allows you to tweak improve and grow.
Also from an external point of view you are aware of how you are being received. Questions I ask myself and feedback I’m looking for:
Was I too fast or slow?
Did I cover everything I wanted to?
Did they understand me.?
Did I give them an opportunity to ask questions
Was I engaging?
Was my aims and objective met?
Am I current in my delivery and communication?
Were my recourses clear and useful.
Did I demonstrate clearly and effectively?
Did I engage with everyone?
Did they feel I was approachable and was able to engage back?
Today we looked at a short case study from Bruce Macfarlane’s 2004 book
Teaching with integrity. The ethics of higher education practise (Routledge).
Looking at a fictional lecturer ‘Stephanie’ receives feedback to her students.
Things I had considered.
Was she happy in her role, was she up to date with the criteria? Did she have underlying issues she was dealing with outside of the classroom that was affecting her ability?
Is she just stuck in her ways?
Maybe she needs support herself and she should connect with her teaching peers and be updated on how she could improve and even ask for someone to give her an up to date observation of her teaching style and delivery.
It would help for someone to encourage her to lighten up, re evaluate and look into her lesson plans, delivery and teaching styles to find out why the students are not connecting. Thinking about how she can connect and make it a better situation all round between for her self and students.