Two weeks ago, I handed out mid-semester feedback forms to my students. They got two forms–one where they gave me feedback on my leading of the class, and one where they did some reflecting on their own success and challenges so far in the class. I think this two-part metacognitive check-in is critical.
Most students check their grades pretty often, but I don’t think they always take the time to reflect on what those grades suggest in terms of the actions they’re taking and the attitudes they have toward the class, toward learning and toward themselves. The form I give asks them to write down their percentage in the three categories that have grades so far. Then they have to write down the number of absences they have in the class. Finally, they answer two questions–what do you feel you have been doing well in the class so far that you want to keep doing, and what do you want to work on or improve for the final eight weeks? I collect these forms (they count as a small homework grade) and write my comments back to them. It also gives me a good starting point for conversation about their work habits and understanding of the material as well as how they can make changes to improve their success in the class.
Just as I think it’s important for students to reflect on how they are doing at mid-semester, I also think it’s very important for me to reflect on how things are going with my leadership of the class at that point, too. My form for students has two parts. The first asks, “What are you liking about the class so far? What is working for you? What should I/we keep doing?” The second asks, “What would you like to see changed or added or revised about the course for the rest of the semester? What isn’t working for you? What should I/we stop doing?” Over the years, I have gotten valuable feedback from those forms. My very first year of teaching, two different students told me I rolled my eyes when students talked in class. I was horrified! I did?? I certainly didn’t mean to! I started paying attention to my expressions, and I think what they were seeing was me looking at the ceiling and thinking, but two of them interpreted that as eye-rolling. I made immediate adjustments! I have gotten tons of other great feedback over the years–they love the class discussions and want more of it, or they want less moving from group to group preferring to stay in the same groups, or they find my way of making comments on their papers confusing. Whatever it is, hearing their feedback helps me revise and improve what I’m doing. Mid-semester is the perfect time for teacher and students to stop and assess how things are going and where adjustments need to be made to finish the semester strong.