20101215 learning files consulting students
- 1. D E C E M B E R 2 0 1 0 the learning files CONSULTING STUDENTS 2 “Are my methods taking care of the different learning styles? Do you find my assignments helpful? worthwhile to say about their school experiences. Policy mak- ers internationally are thinking tematically collecting feedback during a course can help you see the course as students see it and What topics do you find difficult? differently about the contribution help you identify ways to support What challenges do you have? of young people to today’s and student learning more effectively. What do you think about the new tomorrow’s world. It is seen as This Learning File shows you how ICT policy? Do I, as a lecturer, integral to the Citizenship curricu- to go about student consultations, help you in a respectful way even lum and lifelong learning. how to overcome resistance and when you do not understand?” Instructors are always getting also gives you some tools to use. These are possible questions feedback from students – through lecturers can ask their students to the questions students ask, the get feedback on their teaching. looks on stu- Student consultation is a crucial dents’ faces, tool in the quality assurance of a and the course- The learning files are college. While it can play a role in work students accountability, it is mainly aimed do – but it can an initiative of the Na- at improvement. That is also the be difficult to tional CPD Task Team. reason why it is mentioned in the interpret these They are written by Teaching and Learning Policy, indirect forms of and for the Colleges of Basic Colleges of Education, un- feedback or to Education and deal der Value 4 (and others). use them as a with topics that con- basis for deci- There is a growing recognition cern education in gen- sions about that young people have a right to teaching. Sys- eral and education in be heard and have something colleges more specifi- cally. The files give a mixture of literature, good practices, self- testing and tips and Consultation ver- tricks to tackle a cer- tain problem. In this sus participation case: consulting students. Consultation is about finding out student views on Participation is about involving students in the things that matter in college. It may involve students school’s work and development Do you feel like con- in: • through a wider range of roles and responsibilities tributing ideas or top- • offering advice about policy • through membership of committees and working ics, please do not hesi- • commenting on their experiences of learning and parties, and focusing on real issues, events, prob- tate to contact us: offering suggestions for improvement lems and opportunities. info.vvob@iconnect.zm. • reviewing recent major initiatives at school or year In this Learning File we will focus on Consultation. -group or in classroom practice. Ideally, consultations are conversations that build a habit of easy discussion between lecturers and stu- dents, and among students, about learning in school.
- 2. Story We recently did a review on teach- “We first put ing practice at our college. At this forum students are free to discuss One day I went to monitor a up defence, their experience in the field, in terms of preparation, implementa- student teacher who presented a lesson in a grade 5 class on but students tion and mentoring. One student diarrhoea. When the teacher came to discuss the question had a point” said: “You lecturers confuse us because each of you have different “How to prevent diarrhoea” she formats of lesson plans which other tutors reject”. Yes, as tutors we may put did not allow pupils to discuss up defence but the students really had a point. This prompted a serious CPD the answers but gave answers on standardising the lesson plans in different learning areas. It was also great of which some were wrong, to see how much we learned about the learning areas other than ours. such as “To prevent diarrhoea, In the review we also asked the students how well they were prepared for we must also warm every food before eating." One boy their teaching practice. One student said: “Sir, teachers in the schools don’t asked the teacher with stress: “Madam, did you mean we teach as expected. They beat children. I have learned that children only listen have to warm every food?” The teacher answered with if you have a stick in class.” This feedback made us think about our training authority, “Yes, every food. Keep quiet and do the follow- and how it relates to the field. We wonder ing exercise.” When she was writing the exercise on the if other colleges experience this chal- board, the learners started making noise behind the class. lenge. Let us share our experiences, The teacher was disturbed, stopped writing and asked the email me nkolola_chitambo@yahoo.com. pupils what the problem was. One brave boy said, (Chitambo Nkolola, Chipata College of “Madam, Education) “Paying attention should we warm even to learners’ feed- Ice-cream since you “Each business that takes itself seriously, listens to its customers.” backs may guide said should we (Marc Logman) the teacher” warm every Kasama College of Education, in the recent food?" past, designed an evaluation instrument The above story could seem a joke, but the fact is that (evaluation of lecturers by students) and paying attention to learner’s responses/feedbacks may actually administered this. guide the teacher to make good conclusions and explana- The students had an opportunity to air some tions. views with regards to how the learning/ teaching business was conducted around If the teacher would reflect on her own teaching, she could here. We gave them a platform because they definitely improve her practice. Reflection is enhanced are our beneficiaries. It only took them a few when it is fuelled by information received from students/ minutes and we had all the data we were pupils. in other words consulting students will help the looking for. teacher to become a better teacher. How did we find their responses like? Well, the students displayed a lot of (William B. Walawala, Kitwe College of Education) maturity in the manner they “Students dis- handled the whole business of evaluation. They pointed out “Somehow educators have forgotten the important played a lot of very critical areas for improve- ment, and we all felt obliged to connection between teachers and students. We listen to outside experts to inform us, and, consequently, we maturity” change in those. I am highly indebted to our staff overlook the treasures in our very own backyards: our for their co-operation, commitment and time they dedicated to this exercise students. Student perceptions are valuable to our practice amid challenges that go with an evaluation process. because they are authentic sources; they personally experience our classrooms first hand.... As teachers we I wish to state here categorically that the evaluation of tutors by students need to find ways to continually seek out silent voices drastically changed a number of things for the better and I would like, in the because they can teach us so much about learning and same vein, to urge our colleagues from other colleges to give it a try, a big try learners.” indeed.”The proof of the pudding is in the eating” and you will recall that ((Soo Hoo, 1993, p. 389) “What is good for the goose is good for the gander”. (Moses Musonda, Kasama College of Education) PAGE 2
- 3. Why consult students? Benefits Rudduck (2003) indicates that benefits for students, lecturers and schools depend, What’s in it for colleges? among other things, on a clarity of purpose, a careful climate setting, an ability and will- Strengthening opportunities for greater participation ingness to listen and an understanding of what ‘consultation’ really means. by students can yield • a practical agenda for change that students can identify with What’s in it for stu- What’s in it for lectu- • this can lead to improved courses and pro- dents? rers? grammes Being able to talk about your learning • a deeper insight into student’s capabili- • improve the provision of learning resources, fa- helps students develop: ties including students’ capacity for cilities, equipment and services • a stronger sense of membership, feel- contributing constructively to the im- • enhanced engagement with college and college ing more positive about school and provement of teaching and learning learning; more included in its purposes – the • the capacity to see the familiar from a • a different, more partnership oriented relationship organisational dimension; different angle; between students and lecturers; • a stronger sense of respect and self • a practical agenda for improvement; • a sound basis for developing democratic princi- worth so that they feel positive about a renewed sense of excitement in ples and practices; themselves - the personal dimension; teaching. • a more inclusive approach to self-evaluation; • a stronger sense of self-as-learner so • developing the capacity of the school as a learn- that they are better able to manage ing organisation their own learning – the pedagogic dimension; “I was a bit • providing evidence of teaching quality for the purposes of appointment and promotion and • a stronger sense of responsibility for the improvement in teaching and learn- doubtful, but teaching awards • A serious step forward in doing quality assurance ing and wider school matters – the political dimension. fully convinced • a stronger sense for and skill in reflec- now” “Quality is high on the tion enabling them to develop responsi- bility for managing their own learning. agenda” We could easily add to this that if students see this happen in their college, they “At first I was a bit doubtful about this “The idea of doing this kind of consultation really might pick up the reflective attitude in their student consultation. But it was well or- made the temperature in our college rise. Lecturers (future) teaching career. ganised in the college. I gave all my stu- were worried that students would abuse the oppor- dents a list with clear questions. I learned tunity; they were worried about the implications of “Why would we abuse from the students’ feedback that I urgently need to invest in my ICT knowledge. Up this evaluation. That is why we prepared this to- gether. First we agreed upon the procedure: in this the opportunity?” to know I always postponed this as I did- stage the results of the evaluation would be some- n’t see it as very crucial for my teaching. thing between the lecturer and the students. So “It was a bit strange to evaluate my lec- Now I learned that I misjudged! But stu- lecturers are not forced to give the data to the ad- turer. But it was good that we could do dents also commended my openness, my ministration. Secondly we jointly developed a tool, this. We were considering the effect this preparedness to walk an extra mile and which was quite a challenge. There were some might have on the lecturer, but mostly we my structured way of teaching. It definitely lecturers who volunteered to pilot the instrument. were happy that we could play a role in makes me feel more confident knowing Mrs. Masambuka played a crucial role. They call her the quality assurance of teaching and that I'm not completely missing something Moyo, meaning she brings life into the classroom. learning at our college. Some lecturers and that they appreciate the effort I put She has always asked her students to evaluate her don’t seem to realise what is going wrong into the course. This is definitely some- lessons, and afterwards she works on their observa- and by this evaluation we can make them thing I want to do in future classes as tions. She really has improved and changed the think and reflect. I am sure some lecturers well." (Ms. Luse is senior lecturer at Victo- perception of evaluation of lecturers by their stu- are worried that we will abuse this oppor- ria College of Education) dents. tunity. Why would we? It is in our interest Do you know what was amazing? During tea break I that things change for the better. The heard animated discussions in the staff room about questions need to be very clear and the results of their evaluations. The lecturers asked straightforward and lecturers must be able “Who dares to teach must never cease colleagues advice on how to deal with an issue that to “translate” our answers. From a mirror to learn.” they had picked up from their evaluation. The cul- you can learn.” (Peter is 2nd year student ture in this work place is slowly changing. Quality of at Mimosa College of Education) (John Cotton) teaching and learning is high on the agenda and the pass rates are improving!” (Mrs. Phiri is Vice- PAGE 3 Principal at Mimosa College of Education)
- 4. Principles and cautions Principles • Student feedback is an important com- ponent in monitoring and enhancing the quality of the student learning experience. • Feedback processes should be sys- tematic, rigorous and respectful of the rights of both students and staff. • All students should have the opportu- nity and are strongly encouraged to provide feedback. • Students should be informed about how their feedback has been used provided that students recognise that lecturers and / or the college may, on occasions, have le- gitimate reasons for not acting on certain feedback (e.g. pedagogical or resource Figure 1: Development processes in student consultation (Ruddock, 2003) reasons). Some cautions voice elite’. Make sure that student repre- what is happening as a result of what they sentation really represents all students and have said, what is possible and what is not not only “the happy few”. possible given diverse perspectives and Traditionally we have bad habits of not hear- • The desire to hear what students have external pressures. Students tire of giving to say is genuine. feedback when they never see follow up ing’ what students say and students for their actions. part, often expect not to be heard. • Consult students on topics that they Breaking these habits requires new ways of find important (sometimes you need to • Trust and openness as a pre- listening. explain why they are important). Students condition of dialogue and action. This re- tire of giving feedback when they sense that quires a framework that legitimates com- their lecturers are not really interested in ment and provides reassurance that ideas • Hearing the quiet voice in the acous- will be welcome and not simply tic of the school. Beware of only listening to what they have to say. 'accommodated'. Students should be confi- those who are articulate and assertive. • Sharing data and/or offering feed- dent that giving feedback will not disadvan- • Avoiding the creation of a ‘student back to students. Students need to know tage them. Figure 2: “Students should be confi- dent that giving feedback will not disadvantage them.” (Calvin&Hobbes, Watterson, 1993) 1. School-wide issues Students can be consulted What can we consult students about? on issues such as revising ganising parents’ evenings, qualities needed and get in the way of learning, understand- college mission statements, systems of in a year-tutor, suggestions for timetabling ing what makes a ‘good piece of work’, peer rewards and sanctions, revising college and class grouping and ways of organising support, how they experience group work rules, qualities needed in a new lecturer or assignments, study support and teaching and learner support. member of administration, .... practice. Consultations at these various levels share 2. Year group issues 4 3. Issues in their class a broadly similar purpose but are shaped Some of the issues at this level are planning PAGE Classroom issues include learning styles or differently by the context in which they oc- an induction for next year’s year group, or- preferences, things that help students learn cur.
- 5. Do the test How ready are you for student consultation? yes no I treat students with respect and see them as equal partners. I have a clear idea of what I want to consult students about. I have an instrument or methodology that will allow all students to give their inputs. I let students give feedback anonymously. I am prepared to really listen to what students have to tell about me. I am genuinely interested in what students have to say. I am ready to explore alternatives suggested by students (even if they seem something I will develop a personal improvement plan after processing the data. I plan a feedback session where I discuss with students the results and the implications. Policy It is good to develop a policy about student consultation. The Australian National University has a Policy on Student feedback on T&L. Have a look at http:// p o l i c i e s . a n u . e d u . a u / p o l i c i e s / student_feedback_on_teaching_and_learning/policy How to consult students? A range of methods can be used for obtaining student feedback including: “Do you know how I convinced my lecturers to ask their • Surveys: questionnaires, interviews students to evaluate them? I told them that they (=the • Informal feedback, conversations and discussions lecturers) could also evaluate me! Since that moment • Student logging • Suggestion boxes lecturers feel safe to ask their students for feedback and I • Staff-Student Liaison Committees (representation of staff and have learned a lot from my staff’s feedback” students is equal) (A principal) • Meetings with the student body (student representatives) • Focus group discussions Different approaches have their own strengths and weaknesses and are appropriate in different contexts and for particular pur- What about APAS? poses. In this Learning File some methods are explained in more depth: a teaching and learning questionnaire, suggestion boxes, and exit slips. The frequency and timing depends on the topic you want to con- sult students about. Although a college should have a constant Can student consultation be linked to a performance system? openness for feedback, formal consultation should not happen so Yes, it can! often that students tire of responding. A performance system, or staff evaluation, could use feedback given by students about the teaching performance of a lecturer to You will find a variety of instruments on http:// add to other sources of information. If lecturers get feedback from depts.washington.edu/cidrweb/consulting/studentfeedback.html# peers, from their superior, from standards officers and from stu- dents they get what is called 360 degrees feedback. However, it is In this learning File we will discuss three possible ways: exit slips, crucial that all staff members agree with the procedure and that suggestion boxes and a questionnaire. there is a college policy about this. PAGE 5
- 6. Instruments Exit slips are written student responses to questions you pose at the words that describe the con- end of class. They take no more than 5 minutes for students to com- plete, but give you a good indication of the students' understanding or cept you learned today; List 5 words that describe your learn- Exit slips opinion. Exit slips only take a few minutes for the teacher to ing experience today. read and help keep you in touch with your students. The end of the school day, or at the end of an important learn- The classroom teacher now has a quick assessment tool. By assess- ing activity is an excellent time to use exit slips. Simply distrib- ing the responses on the exit slips the teacher can better differentiate ute little pieces of paper (e.g. one A4 sheet cut into 8 pieces) the instruction in order to accommodate students' needs for next to each student. class. Pose a question for the students to respond to. The question must be Exit slips are a way of doing formative assessment. But they don’t short and should take the students a maximum time of 5 minutes to always have to question the content of the lesson. You can also ask complete. As the students leave the classroom they are to drop their for feedback on a method used. By doing so, you get immediate feed- exit slip into some sort of container. Essentially, the exit slip is their back. Exit slips then become a tool for consulting students. Note that ticket to leave. E.g.: List three things you learned today, 2 things that students are allowed to give feedback anonymously. challenged your thinking and one question you have about the topic More info at http://www.centralischool.ca/~bestpractice/exit/ (3-2-1); What did you learn today?; What would you like me to review index.html tomorrow? Why?; What would you like to learn tomorrow?; List 10 If students can’t learn the way we teach, we should teach the way they learn. Suggestion boxes In June 2010 we, at DALICE, placed suggestion boxes in the with student leaders who are encouraged to discuss issues with their college library, the recreation hall, friends. the tuck shop, the dining hall and on the wall of the main classroom corri- Initially, not all staff was in favour but nearly all have seen dor. We wanted students to be very free the need and the value of the suggestion boxes as we continue and comfortable to drop in their ideas to see constructive contributions from students. The key to success of and suggestions without interference this process is persuasion of students on the value of the suggestion from any one. We first announced the boxes and then students should receive sincere feedback on the boxes at the college chapel during as- issues they raise. sembly time. Then several meetings were held with students to sensi- tise them on the value of suggestion boxes. We asked them to con- (Patrick Kayawe, David Livingstone CE) tribute to the college welfare and development. It is quite amazing. Students really drop a lot of suggestions in the boxes. At first we emptied them every fortnight, but now we do this several times a week. You are asking for some examples? Mmm, It’s okay to ask questions, but what do you do with the difficult, we have so many of them: students desire to know how their answers? fees are used; students ask prompt feedback on their marked assign- ments; they give suggestions on how to handle exams for our student with visual impairment; they express need for attending to repair works in the student hostels, etc. We try to deal with the issue and give feedback via college assembly. We also have several meetings PAGE 6
- 7. Consulting students on Instruments Teaching & Learning Processes What? With this instrument lecturers can ask immediate and standardised feedback from students pertain- How? On the next page you will see a series of questions on several themes. Not all ing to the perceived quality of teaching in the subject. It is a starting themes will always be applicable. For example: a lecturer point for professional self-reflection and improvement of education. wanting to get feedback about his teaching at the end of the Direct feedback from students, processed by the concerned lecturer term, will only use sections A, B, C, D and E. F and G are relevant himself is a very efficient way of quality assurance. In this process the to check after examinations (F) or teaching practice (G). lecturer takes responsibility from the start until the end. No external In the Excel version of this document you can select questionnaire people are involved unless the lecturer wishes so. Since the lecturer A-E or F or G by clicking on the right worksheet. You can even de- conducts this evaluation in a safe environment, the impact on his own lete certain questions if you feel they are not relevant for you or you practice can be substantial. can adjust them. It is good practice to make sure that you cover If a college wishes to do so, doing this evaluation can become an both your strong and your weak points with the questions. annual event which can be even linked to the yearly evaluation talk Print/copy the page as many times as you find suitable. In smaller lecturers have with their supervisor (APAS). It is important that the groups, you can ask all students to evaluate you. In big groups you supervisor respects confidentiality of the process. better ask minimum 20 and maximum 50 students to complete the The questionnaire exists out of 7 sections. Sections A to E refer to questionnaire. Select students at random. Do this at the end of the teaching practices, section F to assessment practices and the last lesson. section G refers to evaluation of guidance during teaching practice. In While students are completing the questionnaire, you leave the all these sections questions relate to both teaching activities, guid- classroom for some minutes. Ask students to put the filled in forms ance and mentoring, tasks and self study, study materials and con- in an envelope or empty box which you have put in the classroom. tents and outcomes. Only when everyone has put his questionnaire into the box, you Lecturers can select the sections that apply to them, in practice it will enter the room again. Students are only supposed to complete the be mostly sections A-E. form when anonymity is guaranteed. Within the sections chosen, lecturers can delete questions and even This instrument is meant for evaluation of teaching by the lecturer sections, if they feel they are not relevant. Lecturers also decide involved. The data will also be processed by the lecturer himself. when they will question the students. The results show which topics should be further discussed with some students to get clarifications/directions. It is important to ask The questionnaire only questions issues on which input from students students then for constructive feedback and not get into defence is required. It doesn't touch on for example issues as absenteeism (e.g. NOT: "You indicate that you find my class difficult, but didn't I and punctuality of the lecturer. If the lecturer is honest, he knows very give extra explanation?" RATHER: "I learned from many of you that well whether he is in time in class or not. you find my classes difficult. Do you have any suggestions for me?" It is important to realise that the quality of the exercise depends on The process is a starting point for self-reflection and improvement of the real willingness and commitment of the lecturer to professional practice. Whether this evaluation exercise has any improve: impact on your practice depends entirely on what you will do with Does he only select sections of which he knows his score will be high the results. Have you thought about setting up a personal im- or is he honest to let students evaluate all in order to get constructive provement plan? feedback? Is he able to have a constructive conversation with students after processing the results? Is he able to deduct from this evaluation strong points and weak points and set up a personal plan of action? We hope this tool will be of assistance in the improvement processes Note If you would like to use this instrument, you can either copy from here or you can ask us to email of the college. Don't hesitate to send us feedback the digital version (Excel file). If there is a need/request we could (lieve.leroy@vvob.org.zm). With your inputs we can optimise the also work out an excel format that automatically calculates your instrument and make it more user friendly. scores (averages, diagrams etc.) as you enter the data you have Good luck on your journey! received from the students. Please let us know! PAGE 7
- 8. Instruments Consulting students on teaching and learning processes: student form Please give your opinion on the below statements by ticking the appropriate box. If you Completely not agree really cannot answer a question, you can leave it open. In case there are no course More or less agree Mostly not agree materials for this subject, you do the following: if you feel there is no need for materials, leave the questions open. If you feel course materials are essential but absent for this Mostly agree Fully agree subject, tick "1". After completing this questionnaire, you put it in the box or envelop made available by your lecturer. Only fill in this questionnaire when anonymity is guar- anteed. Thanks for your inputs! 1 2 3 4 5 A Teaching activities 1 In class and between consecutive classes of this subject there is a clear line to be seen. The progress is systematic and coherent. 2 The lecturer can explain (difficult) concepts and issues very well. 3 The lecturer regularly summarises and gives overviews on the whole. 4 During class, the lecturer uses diagrams and audio visual aids in an appropriate way. 5 The lecturer sufficiently assesses problems in student learning. 6 The lecturer uses examples, illustrations and applications in an appropriate way. 7 The lesson allows good note taking. The lecturer provides advice for this. 8 The lecturer makes me think (critically) during class. 9 The lecturer shows enthusiasm and commitment. 10 The lecturer uses a variety of teaching method in an appropriate manner. B Guidance 1 I get sufficient feedback on my progress made in this subject. 2 When I have problems studying this subject, I can ask the lecturer for advice. 3 The learning material available includes questions and self-evaluation tools that allow to get an idea of my insigths and skills. 4 The approach of the lecturer motivates me to regularly work independently to process the content. 5 Via the feedback I have received, I know very well what and how I should improve. C Assignments and self-study 1 Via the directions given by the lecturer I manage to carry out assignments and self study tasks independently. 2 The lecturer gave clear tasks and expectations towards the tasks. 3 I perceive the tasks given as useful for my education as a teacher. 4 The tasks helped me to apply knowledge and skills into relevant contexts. 5 When I carry out an assignment or task, I get sufficient and quality guidance. 6 The assignments and tasks are planned in such a way that it gives me a feasible time- frame. D The course material 1 The course material has a clear structure (chapters, paragraphs, numbering, …) 2 The course material include the majority of the content dealt with by the lecturer. 8 3 The course material helps me studying (via tasks, tips, overviews, indications/ PAGE directions). 4 The course material stimulates me and assists me to work independently. 5 The course material is timely available .
- 9. Instruments Consulting students on teaching and learning processes: student form Completely not agree More or less agree Mostly not agree Mostly agree Fully agree (continued) 1 2 3 4 5 E The learning outcomes and contents 1 I understand why the learning outcomes of this subject are important for my training. 2 I feel that the lecturer is competent in this subject. 3 The learning outcomes give me a clear idea of what is expected from me. 4 There are no disturbing over laps with other subjects. 5 The content of this subject perfectly links up with my prior knowledge. 6 I find the contents of this subject interesting and stimulating. F Assessment 1 The course materials and lessons allow me to prepare myself well and timely for the examination. 2 The examination reflects the important issues emphasised during classes. 3 The form of assessment is adequate for the nature of the content and the learning out- comes. 4 I have a good understanding of the criteria used to assess my performance. 5 The assessment of my academic performance happens in a correct and objective way. G Practicals and teaching practice 1 In terms of content and methodology I was well prepared to efficiently start my teaching practice. 2 The learning outcomes of the teaching practice were concrete and clear before I started. 3 The tutor discusses regularly my learning points and experiences with me. 4 The tasks given to me during the teaching practice were enriching, gave me opportuni- ties for practicing and were well linked with the learning outcomes. 5 I was well guided while doing the teaching practice both by mentor and tutor. (adjusted from EvOp, Vyt, A.) Q&A Have you met Professor Con Sult? He will answer all our questions about student consultation. Q: Don’t students abuse the opportunity? Can we actually trust the data? A: A lot of lecturers think that students will just give vent to their frustrations and make a mess. But research shows a differ- ent thing. What student report about their lecturers is sometimes confronting and even inconsistent, but always correct and constructive. Students don’t trifle with their new responsibilities. They spontaneously focus their evaluation on quality improve- ment.. (More burning questions on page 10) PAGE 9
- 10. Q&A Q: How to interpret student feedback? What if students have ing and course goals. For example, you might choose to make a change different opinions? recommended by students, but you might also ad- A: Be open and ask yourself, “What can I learn by finding out how dress student perceptions by helping them see the students experience my teaching?” value or purpose of something that they identified as unhelpful. Identify patterns and underlying themes. Individual student comments In your response, note students’ positive feedback, and let them that stand out from the rest still need to be considered, but they know you will continue to do what is working well. Identify specific should be understood in the context of these common themes. changes you intend to make in response to students’ feedback. Ac- Consider other data. Record your own reflections, ask a colleague for knowledge student feedback that you are not planning to incorporate his or her perspective, or work with a critical friend to help you make into your teaching, and explain why. sense of the feedback in light of what is known about effective teach- Your response to the feedback can open doors for further dialogue ing and learning. with students about their (and your) learning. Student responses may be inconsistent or even conflicting. For ex- Q: I am a vice-principal. I would love to introduce some sort of ample, some may report that they benefit from group discussions, but student consultation, but there is a lot of resistance. Any advice others say discussions are unhelpful. Knowing this range of student for me? perceptions can help you see how students are experiencing the class differently and give you insight into students’ diverse learning A: Start with making sure your staff reads this Learning File. Dis- needs. cuss the issue in your staff meeting. Why do lecturers resist? Often this has to do with uncertainty. They might feel afraid that this evalua- Q: How do I respond to student feedback? tion by students will harm them. Try to set out some guidelines so A: Consulting students is not the end but just the beginning of a that all people involved feel safe. You can also start this project with a process. It is important to acknowledge and respond to students’ few volunteers. They will soon convince the others. Make sure that feedback, but responding does not mean simply fulfilling student you agree upon the purpose of the consultation: is it for personal use requests. Rather, being responsive means considering student input (so only for the lecturer) or is it part of a performance system. It is and finding ways to help align student expectations with your teach- good, especially when there is a lot of resistance, to start with the first. Literature Arnot, M. McIntyre, D. Pedder, D. and Reay, D. (2003) Consultation Learning, Teaching and Learning Research Briefing, 5. Retrieved in the classroom: Pupil perspectives on teaching and learning, Cam- September 30, 2010 from htt://www.tlrp.org/pub/documents/ bridge, Pearson Publishing. no5_rudduck.pdf. Arnot, M., McIntyre, D., Pedder, D. & Reay, D. (2003) Consultation Reeves, D. (ed.) (2007). Ahead of the curve. The power of assess- in the Classroom: Developing dialogue about teaching and learning, ment to transform Teaching and Learning, Bloomington: Solution Cambridge, Pearson Publishing. Tree Press. Fielding, M. & Bragg, S. (2003) Students as researchers: Making a Smith, Kari and Welicker-Pollak, Miriam(2008) What can they say difference, Cambridge, Pearson Publishing. about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching, European Journal of Teacher Educa- Flutter, J. & Rudduck, J. (2004) Consulting pupils: What’s in it for tion,31:2,203 — 214. schools?, London, RoutledgeFalmer. Soo Hoo, S. (1993). Students as partners in research and restructur- Macbeath, J., Demetriou, H., Rudduck, J. Myers, K. (2003). Consult- ing schools, The educational Forum, 57 (summer), 376-94. ing pupils. A toolkit for teachers, Cambridge: Pearson Publishing. Vyt, A. (2004) Evaluatie van Onderwijsprocessen in Pollard, A. (ed.) (2008). Reflective teaching, London: Continuum Opleidingsonderdelen, Gent: Arteveldehogeschool. International Publishing Group. Watterson (1993) Calvin and Hobbes, Universal Press Syndicate. Ruddick, J. (June 2003) Consulting Pupils About Teaching and the learning files Research: Hans Casier, Lieve Leroy, Moses Critical readers: Hans Casier, Astrid Scholten Contact: info.vvob@iconnect.zm Musonda General editing, photographs and graphical Editing: Nambula Changala, Nkolola Chitambo, design: Lieve Leroy Patrick Kayawe, Lieve Leroy, Moses Musonda, Publishing: VVOB-MOE Teacher training support Kenneth Muzata, William B Walawala programme