Keeping In Touch

Students tell us that they experience problems when their teachers do not help those who become confused or lost. Good teachers, they say, seem to know when students don't understand a concept, an application, or an assignment. These teachers also know what to do to help. Because students find it very risky to admit that they don't know something, the initiative for keeping in touch must come from the teacher. These tips offer some suggestions to help you keep in touch and, when necessary, to work out ways to get everyone back on track.

Finding Out

Because teachers focus so much on giving out information, it is hard to remember to collect information as well. Use both formal and informal approaches. If you create enough opportunities for feedback, you will readily hear when something is not working well.

Minute Cards. One of our most popular tips asks students to write anonymous responses on cards at the end of class. Focus questions can vary. What did you learn? What is still muddy? How are you feeling? What is a concern? What recommendation would you make? We will send you details on how to use this tip.

Survey. There are some brief surveys that canvass students' responses to your classroom. Ask us for some samples.

Memos. Ask students to write anonymous memos about your class. Memos should be addressed to future students and contain their warnings about problems they might experience and how to best address them. The memo could focus on specific assignments or on the class in general.

Self-Check. If you are beginning to feel uncomfortable about how students are progressing, consider starting a mini-journal to help identify the source of concern. We can send you a set of guiding questions or some self-surveys. Either approach can turn several short, reflective writing efforts into ideas for your class.

Working it Out

What steps should a teacher take once he or she realizes the students failed to understand something?

Do Over. If students did not understand your efforts to convey an idea, don't repeat it.  Do it differently. If you lectured on the concept, develop an activity. If you outlined it, offer a diagram. Chances are you connected with students who learn using your way of thinking. Those who didn't get it probably use another mode. Ask us for information about different learning modes.

One Step. Use a quality improvement approach. Have students reflect on what they are doing. Ask them what is one way they could improve. What else could they do to make their learning better? How else might they approach the subject? Students could submit responses (share results). You might take 10 minutes out of class to brainstorm ideas. Or, ask small groups to discuss these questions (especially if you have home groups). Use a listserv to collect thoughts.

Technology. Use learning technology to allow students to learn an idea differently than the way it is presented in the classroom. Recommend videos, software, programmed instruction that students might use to help themselves. Consider how computer technology may be used to give supplementary assistance (rather than to replace what you do in the class). Students needing extra credit may help develop materials for you.

Peer Mentors. Set up mentor assistance programs. Offer good students extra credit or opportunities if they help struggling students. Develop a department program where your majors can help at key points in the semester.

Support Services. Connect students to support centers. Many universities have support centers such as a writing center or centers offering tutoring services.

Final Comments

Taking time to stop and re-cover material is a real obstacle to the progress a class is making. It slows down the class for those who understood the subject the first time. It can also keep the teacher from covering all the subjects listed in the syllabus. Providing extra sessions outside the class consumes time the teacher needs for other responsibilities. These are very real costs. At the same time, the cost of leaving students confused or letting them lag behind is also very real. The teacher has to find out what is going on in the situation and make a thoughtful judgment about just what can be done. Blaming the students for becoming lost or failing to understand an idea immediately is not good teaching. Being unaware of the problem is not productive either. Hopefully, these tips provide some suggestions for becoming quickly aware of points where your students' learning begins to break down. Helping students work out ways to surmount these difficulties is what good teaching is all about. Keep in touch.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on September 22, 1997.