When I was the Chair of the Social Science Department, I read What the Best College Teachers Do, by Dr Ken Bain, and redesigned our Student Questionnaire reflection questions based on the research findings.[1] Having reviewed the suggested reflection tool this year, I am returning to the four questions recommended by Dr Bains.
In general, I was very happy with this year’s results; in fact, I found them quite surprising. In my 14th year of teaching, seven of my ratings were the highest they have ever been. For what it’s worth, students’ perceptions of my AP Psychology class have never been higher. Given three significant changes[2] to the course this year, these results are … surprising.
1. Is the course material worth learning? How do the students recognize and respond to the value of the class?
Many students commented on the class being “interesting and engaging”, however none of the written comments specifically mentioned the value of the course material. Independent of the student questionnaire results, students ask so many questions in class about whatever we happen to be discussing that day, it indicates to me that they like the material, and are interested in learning more about it. Of course this creates a problem of its own: “but sometimes we get off topic for a long time talking about things that aren’t relevant because someone asks a question.” I would disagree that it’s not “relevant” — it may not be “relevant” to the AP test or a chapter test, but our topics are always relevant to students’ lives.
2. Are your students learning what the course is supposed to be teaching? How do you know? How do they know?
I know that students are learning what they’re supposed to be learning because of my 14 years of experience teaching the class. Students know that they are learning what they’re supposed to be learning because of our regular assessments, and an historically high AP pass rate, which students are aware of from others who have taken the class before them.
More specifically and more interestingly, Yosup and I have been considering and making changes to our assessment strategies. We have worked hard over the years to remove traditional busywork from our assignments[3]. Our assessments are limited to reading quizzes and chapter tests; and the reading quizzing are formative assessments. That means they are really there to inform students of how well they are learning the material[4].
3. According to your students, how are you helping the learning process through your pedagogy?
“Mr. Castro does an incredible job in teaching us useful parts of the course material and helps keep it in our memories through his hilarious and fascinating stories/examples/videos.” Another student explains, “Mr. Castro has a lot of enthusiasm.”
It is hard to actually show students, to demonstrate, internal mental processes; as such, I rely on stories and examples to illustrate the principles. I consciously choose those which are entertaining. Further, I love my job and I love teaching AP psychology. Students recognize that, and it seems to be infectious. The best I can do, and the easiest thing for me to do, is to simply be myself.
4. How are you motivating the students to do their part in the learning process? How are they responding to your motivation techniques?
Seeing that students are seniors, and 17 and 18 years old, I tried to treat them like the adults they are. This is my primary motivational tool; there are downsides though. “Mr. Castro is a great teacher because he treats us like adults so much so that sometimes he does not discipline students who take away from the class experience.” While I treat students like adults, I always try to keep the threshold at protecting the learning environment. Students know that they should not do anything that interferes with the learning of others.
Related to this question is a challenge that Yosup and I have been struggling with for the past few years: students not reading the textbook. The number one predictor of success on the AP psychology exam, is having read the textbook throughout the year — and yet students consistently tell us that they are not reading. We consequently struggle with finding a respectful and pedagogically sound way of motivating students to read. We have not found that strategy yet…
5. To what degree do your students indicate that they feel respected and cared for in your class or by you?
Students seem to recognize my attempts to treat them like mature and responsible adults, as shown in the quote above (“he treats us like adults”). Because of my responsibilities as the educational technologist, I am not as available to students as a full-time teacher might be. In the past, students have remarked on this. This year, students wrote about me being “very helpful and approachable.” That was really nice to see, and made me feel good about my relationship with students.
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Please forgive any typographical or punctuation errors in this document. I recently broke both arms, and I’m doing this reflection with two casts on my arms, using dictation software. ↩
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the three changes to AP psychology this year were: every student having their own iPad, a block schedule with longer class periods, and an entirely new textbook (by a new author, from a new publisher, and in a new (digital) format.) ↩
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Students recognize our efforts in reducing busywork; “you are totally understanding and make this class work with the rest of my courseload.” ↩
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Quizzes are online, at home, open note, open book, and only worth 10-points each. ↩