At the end of every teaching term, I collect qualitative feedback about my methods and delivery. In addition, students often send unsolicited feedback. I have analyzed this data, finding 5 themes that consistently appear in my evaluations. I've summarized the themes below and have provided examples of each.
1. Creating a comfortable learning environment
Considering that I often teach politically sensitive topics, this evaluative theme is one of my proudest achievements as a teacher. I want students to feel comfortable expressing their own opinions and bringing their own experiences to the material. Students typically describe me as “very approachable,” “helpful,” “caring,” and “patient” and I believe these qualities help ensure space for open dialogue and learning.
2. Teacher as learner & enthusiasm for the subject
Part of my teaching philosophy is learning with students; therefore, I strive to create a dialogic space in my classroom that emphasizes how I learn from student comments and questions. I believe that this helps disrupt the typical classroom dynamic in which the teacher is the “expert” who deposits facts into students’ minds.
3. Ability to communicate & engage students in discussion
Personally, my favorite part of teaching is generating discussions. I find the energy and passion generated in class discussion affirming and informative.
4. Encouraged critical thinking & diverse viewpoints
Although the facts and information I relay in class are important, I believe it is more significant to teach critical thinking skills. I want students to be able to leave my class with the ability to interpret written and visual texts in new and innovative ways. To reach this goal I encourage students to express their opinions, but also challenge them to push through their own assumptions and experiences to appreciate diversity and other viewpoints. I also make it clear that I expect a high level of engagement with class materials. The skills to critically think are more valuable than simply memorizing facts.
5. Adaptive and Diverse Teaching Methods
Since one of my goals it to be able to reach a wide variety of learners, I employ a mixed-methods approach inside the classroom. On any given day I will use handouts, powerpoint slides, film clips, small group activities, group discussions, and so on. Students enjoy the variety, but it also helps reach visual, aural, and kinesthetic learners.
1. Creating a comfortable learning environment
Considering that I often teach politically sensitive topics, this evaluative theme is one of my proudest achievements as a teacher. I want students to feel comfortable expressing their own opinions and bringing their own experiences to the material. Students typically describe me as “very approachable,” “helpful,” “caring,” and “patient” and I believe these qualities help ensure space for open dialogue and learning.
- “Sarah really let us express ourselves, open up, ask questions.” WS 200 (FA 09)
- “I liked how the professor didn’t push her views onto the class. I felt very comfortable learning and expressing my thoughts.” Honors WS 200 (SP 10)
- “She was very open with us about topics that sometimes may have been otherwise uncomfortable to talk about.” WS 200 (SP 10)
- “She was extremely patient, open-minded and understanding.” CS 214 (AU 06)
- “Sarah is very systematic and she is very nice, to the extent that I find rare on campus…her teaching is unique and clear and very knowledgeable.” WS 317 (SU 06)
- “Caring, knowledgeable, understanding, people-person, down to earth.” WS 317 (WI 06)
2. Teacher as learner & enthusiasm for the subject
Part of my teaching philosophy is learning with students; therefore, I strive to create a dialogic space in my classroom that emphasizes how I learn from student comments and questions. I believe that this helps disrupt the typical classroom dynamic in which the teacher is the “expert” who deposits facts into students’ minds.
- Commenting on my strengths as a teacher, one student cites my “willingness to say ‘I don’t know, but I will find out’ and then going and finding out. She was also well prepared and knowledgeable.” WS 370 (WI 04)
- “Friendly, great sense of humor, treated us as equals.” WS 317 (SP 06)
- “Obviously Sarah is very interested in the material and her enthusiasm shows.” WS 317 (WI 06)
- “Very insightful & helpful. Loves to teach & it shows.” WS 317 (SP 06)
- “She loved what she was teaching and she was a very respectable teacher. She was always willing to help!” WS 200 (FA 09)
3. Ability to communicate & engage students in discussion
Personally, my favorite part of teaching is generating discussions. I find the energy and passion generated in class discussion affirming and informative.
- “She welcomed discussions even when they got controversial and I believe that is why I did so well.” WS 200 (FA 09)
- “Sarah is very interesting and she connected well with the class. I really liked her as a teacher and felt that she did a great job relating to our class.” WS 317 (WI 06)
- “Class discussions were always amazing. Dr. Rainey provided thought provoking questions and consistently guided the conversation so that we would consider things we had not previously.” Honors WS 200 (SP 10)
- “She is excellent at getting the class involved. She is easy to speak to and provides an excellent learning environment. She is also enthusiastic and very knowledgeable. I think her style is very effective.” WS 320 (SP 08)
- “Discussions in class were also wonderful, as the instructor created an environment in which all viewpoints and opinions were taken seriously and respected, even when the issues being discussed were somewhat controversial.” Honors WS 200 (SP 10)
- “The issues discussed were always fascinating, but Sarah actually did a spectacular job fostering discussion. I felt safe in this class to discuss anything and having such good dialogues in class helped me better understand the issues. She is a phenomenal teacher!” WS 273 (FA 09)
4. Encouraged critical thinking & diverse viewpoints
Although the facts and information I relay in class are important, I believe it is more significant to teach critical thinking skills. I want students to be able to leave my class with the ability to interpret written and visual texts in new and innovative ways. To reach this goal I encourage students to express their opinions, but also challenge them to push through their own assumptions and experiences to appreciate diversity and other viewpoints. I also make it clear that I expect a high level of engagement with class materials. The skills to critically think are more valuable than simply memorizing facts.
- “Sarah really helped us think critically, and outside the box. She was honest and blunt and I like that a lot, and not afraid to educate us regardless of the topic.” WS 200 (SP 10)
- In response to the instructor’s strengths: “To persuade us as audiences to teach ourselves to break down film and literature and recognize important elements.” WS 317 (SU 06)
- “Allowed and encouraged free thinking!” WS 317 (SP 06)
- “It was great to get a paper back with positive feedback and positive encouragement.” WS 317 (AU 05)
5. Adaptive and Diverse Teaching Methods
Since one of my goals it to be able to reach a wide variety of learners, I employ a mixed-methods approach inside the classroom. On any given day I will use handouts, powerpoint slides, film clips, small group activities, group discussions, and so on. Students enjoy the variety, but it also helps reach visual, aural, and kinesthetic learners.
- “Sarah’s teaching methods are really what kept me interested in class. She mixed notes, videos, and activities into our discussions.” WS 200 (FA 09)
- “The way that Sarah presented the material was nice. She used a powerpoint but she didn’t really rely on it to teach. She had so much more info to go on top of what was on the powerpoint. She really knows her stuff.” WS 200 (FA 09)
- “Sarah used a variety of different teaching methods. Some days were lectures, videos, or discussions. I enjoyed the variety.” Honors WS 200 (SP 10)
- “She was willing to try different methods of teaching and did not hesitate to adapt to the needs of our class.” WS 273 (FA 09)