C 4: Exemplar of Student Feedback of my Teaching

Student feedback on teaching is a continuous way of improving the quality of teaching and allows the tutor to reflect on improvement of content, strategy and delivery style. However based on a student’s individual experience and interest in the learning process this feedback may not always be indicative of the teaching quality but more of the individual learning experience and the subject taught. While such feedback may not always be flattering, response to concurrent feedback, whether positive or negative, is more important to the improvement of teaching and learning than the feedback itself. I have found the feedback on teaching allows me to:

Ø Connect to the student’s expectations from a subject/module/programme

Ø Engage in reflection to change and improve my teaching

Ø Create student involvement in learning and make them realize that they are as accountable in this engagement as I am.

Ø Reaffirm my commitment to quality teaching

Nonetheless in my experience of student feedback on teaching I have also noticed more often than not, that the feedback can be skewed based on the timing of the feedback and the student’s personal level of commitment to learning and interest in the subject the faculty’s teaching is being evaluated on. In a fixed curriculum system such as the programmes at Pearl, where the options for electives is limited, students are often required to ‘learn’/’study’ modules that fail to hold their interest. This lack of interest I have found often affects the final feedback on teaching and learning and requires to be addressed in the context of the curriculum rather than the teacher’s ability to deliver learning.

Please note: Evidence of only a few Student feed back on my teaching could be included in the electronic attachment of this PDP as they are hand written and the scanned copies were not clear enough to attach.