“I felt like I was teaching myself!”

Since I teach several science courses that are concurrent with similar courses at our local community college, I have the chance to be formally evaluated by students each semester as do all “regular” college faculty. The most recent batch of evaluation results turned up in my box a few days ago, and I was eager to see what students were saying about my classes. I’d given a survey a few weeks into the school year, but the results of these evaluations would be another chance for me to gauge student reactions to this year’s implementation of skills-based grading. As soon as I could, I cracked the envelope containing the summary of student responses and read what my students had to say.

I’ll skip over the numerical averages for my “performance” (this is a mostly standards-based blog after all) and cut right to my favorite part: actual student comments. Overall, the written comments were very well thought out and were pretty positive about my class (Anatomy and Physiology in this case). One comment in particular stuck with me and I’ve been trying to figure it out. Its the one I used for the title of this post: “I do not think the grading system was appropriate for the course. I felt like I was teaching myself!”

Are students really “teaching themselves” in my skills-based grading system? Does this comment mean that I run the sort of classroom where the teacher sits at their desk while students run amok? Does it mean that students feel there is no direction to the class? Those issues would certainly be worth fixing, if that is indeed what my class is like.

This comment came right after a couple others in which students claimed to be disappointed that we weren’t using worksheets very much and were using too much technology. Taken together, these comments highlight the fact that at least a few students are uncomfortable with how they are being assessed in my classes. In fact, there were a couple of low votes in the “fairness of grading” category that I can only assume came from the students who wrote the comments mentioned above.

I’m left with some confusion, though, as to how to help students who are not taking advantage of the structure of my classroom. What to some is “teaching themselves” and a lack of worksheets and lectures has been a very different experience for many others who have embraced different ways to learn and to show that they are learning in my class. Some students treat me as their coach for learning the course content and skills, but many students are still wrapped up in getting a good grade, passing the class, or simply not failing it. I’ve taught too long the way some students expected, with worksheets turned in for points, often copied from neighbors and not true products of learning. Some students were clearly expecting more of the same and are still parsing out how to achieve a “good grade” without doing much learning.

I’ve got some work to do, obviously. My first step will be to look carefully at my instructional practice to make sure that I am supporting students as fully as I can for them to be successful. If that is in place, then I’m going to move on to the bigger job ahead of me, that of tackling “the system” that makes completion of assignments equal to measuring learning. Part of that work is happening right now, as I write this post to proselytize for a careful reassessment of what we do in our classrooms. If I can convince some or all of my colleagues to stop giving grades for completion and maybe even get them to try some sort of standards-based assessment and reporting system, then students should arrive in my classes already expecting to be held accountable for their actual learning.

In some ways, “I felt like I was teaching myself!” is the most complimentary comment of all. If they are learning to teach themselves, then I’m on the right track. If students can leave my classroom knowing how to learn, I’ve done my job, because I won’t be part of their lives forever. They’ll have to be able to do it on their own, and they might as well learn how to learn now before it really matters in college or their careers.

2 thoughts on ““I felt like I was teaching myself!”

  1. Michael Rees

    First off, it seems to me that the major challenge you’ve faced this year is getting students to understand that “teaching myself” aspect and why it is in place. I almost wonder if the whole idea of what I’ve come to call “scripted learning” (future blog post for me right there!) has come to the point where students rely on it too much.

    But as I told you today, I’ve noticed a small increase in the amount of actual lecturing in your class. Perhaps the answer lies in a compromise between the two–certainly not a lecture-based class, but also not solely 1:1 based. Of course, this would also lose some of the self-driven (ha-ha!) aspect to the class, which would not be entirely optimal.

    Of course, you’re the teacher; I’m only an observer. What do you think?

    1. Chris Ludwig Post author

      I like the term “scripted learning” a lot. I suppose the real challenge is to limit the amount of scripting that I do as a teacher and still provide enough structure that the class isn’t totally lost and/or going in too many different directions at once. There is probably some ideal balance between a “what do you want to learn today” kind of class and a “here’s what you have to learn today” class. One of the fun parts of trying the new skills-based grading is learning to run along the edge between the two teaching styles, which often depends on which students work best with more or less structure.


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