Re: What to do now

["Glenn A. Carlson" <gcarlson@CHUCK.STCHAS.EDU>]

Search the web for the term "classroom assessment techniques" or CATs.  You
will find many examples of CATs which might help you gauge where your
students are and what they yet need to succeed.  One example is
http://www.siue.edu/~deder/assess/catmain.html.

Check your school librarian (or amazon.com) for books on CATs.  One good
one I've used is "Classroom Assessment Techniques : A Handbook for College
Teachers," by Thomas A. Angelo, K. Patricia Cross, Patricia Cross
(Contributor), 2nd edition (October 1994), Jossey-Bass; ISBN: 1555425003.

Organize extra problem-solving sessions outside the regular
classes.  Document which students do and do not attend.  You might consider
awarding extra credit for participating (not just attending) these extra
sessions.  Or allow students who attend the extra sessions to retake the
test.

In class, don't just ask for questions -- pose your own questions to
students.  Call on them by name.  Keep the ball moving.  Don't get bogged
down on an individual student who will not play, but don't just let the
student take a pass.  Rephrase the question or ask a related, but simpler,
question.

As we begin new material I assign a problem from the homework to each of
two or three students for recitation.  The students are responsible for
putting their solution on the board and describing it to the other
students.  The students know more than a week in advance what problem they
will be solving, so there is no excuse for not getting it right.  The
pressure to perform well in front of the other students is also some
incentive to be prepared.

Another idea (though riskier) is to invite your supervisor to sit in on
your class.  This approach requires a lot of self-confidence, and I
wouldn't try it if you don't have it.  I've taken this approach with good
feedback from my supervisor.  However, even if you don't ask, remember that
your supervisor could drop in on his own at anytime, so be prepared.  Let
him (her) see how you handle your class.  He (she) will also see how
unprepared and unresponsive the students are.

Maintain your composure in class.  You are in charge.  Don't beg.  What's
your "problem" with foreign students?

Good luck!

Glenn

At 11:59 AM 9/18/01, you wrote:
> Date:    Tue, 18 Sep 2001 12:15:46 -0500
> From:    Tina Fanetti <FanettT@QUEST.WITCC.CC.IA.US>
> Subject: What to do now
> MIME-Version: 1.0
> Content-Type: text/plain; charset=US-ASCII
>
> Hello all
> And now for something completely different.
>
> I was called into my supervisor's office yesterday.  My physics students
> think I am a bad teacher and accuse me of not answering questions etc etc.
>
> I am like they don't ask questions.  I ask them if they are getting it and
> I get no response.
> They just had their first test.  They did horrible.  This is a calc based
> class and they are all going to be engineers at a much tougher school than
> this.
>
> I don't know what to do.  I can't slow down anymore.  I have to do something.
>
> I also have a problem relating to some of the foreign students.  I would
> like some advice regarding this too.
>
> I had a long talk with my students today begging them to ask questions
> telling them I can't help you if I don't know what you don't get.  It
> makes perfect sense to me and if you don't tell me that it doesnt' make
> sense to you...I assume you got it.
>
> Tina
>
> Tina Fanetti
> Physics Instructor
> Western Iowa Technical Community College
> 4647 Stone Ave
> Sioux City IA 51102
> 712-274-8733 ext 1429

------------
Glenn A. Carlson, P.E.
St. Charles Community College
St. Peters, MO  USA
www.stchas.edu/faculty/gcarlson/physics
PGP Fingerprint  E88D 2AB8 C5A8 D231 06B9 1597 3C72 5CC2 7D87 5519
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