In the math 3 classes, the students completed online surveys awhile back, and I compiled the responses for the benefit of my coteachers. It occurred to me while I was reading the responses that although most were predictable or entertaining, some of them indicated a basic lack of understanding about or disagreement over the nature of the course. Since the surveys were anonymous, I couldn’t address the individual student concerns, so I decided to write some answers to the points that seemed to indicate a disconnect between my vision of the course and that of the students.
A shortened version of the survey prompt is given in bold before each response. Student answers in regular font, my answer in italics.
Intro to students: I wrote the following responses to some of the survey comments so you would see that some of the things you may not enjoy are not done whimsically or arbitrarily. I don’t necessarily plan to change your minds about things you don’t like, but do at least realize that there has been thoughtful consideration given to them.
The surveys…
I liked the least:
The no calculator aspect. Also, the problem sets are nice to use as reviews for tests but it would be helpful if the answers were somewhere. Sometimes I feel like I could be doing them all wrong but I don’t know because I can’t find the answers.
That is to encourage you to check with your classmates and to work together.
I would prefer more practice problems or suggested pages in the text to review (it may not necessarily be required, but it provides a guilt trip into doing more and also provides a more specific area of the text to review).
The text has an index. I expect you to be able to tell what kind of material you’re working on. Once you’ve identified that, you can use the index to find the appropriate places in the text for extra problems.
The main focus of one of the tests was not really what we had been working on that week. It was not what I expected, but it taught me to be on top of everything before tests, not just current material.
Good. That was the idea. You don’t get to forget something just because we didn’t work on it recently. The subject is cumulative, as is the AP exam at the end of the year.
the tests could be more straightforward, with a few problems that do not ‘apply’ the material but just test it
Every once in a while there may be, but isolated knowledge without the ability to apply it is one step away from useless.
What I should do differently:
I should think more deeply about calculus or speak up in class to voice problems.
Absolutely about the speaking up. If you don’t ask, we assume you either understand the material or will work on your own at home to understand it and do not feel the need of help.
Meeting with you to figure out what I don’t understand. Or, actually learn the material the first time so I don’t forget it.
Both are sound plans. Wallowing in ignorance is unnecessary and usually unpleasant.
What the instructors should do differently:
I get the feeling that some students (not me) really have no clue what is going on, and honestly are not well suited for this course. Maybe you could find a way to subtly start suggesting to students close to the beginning of the year that they drop to AB without any stigma attached?
I know of no-one in either section with “no clue” about what’s going on. As a matter of philosophy, I don’t feel it’s my job to play God and make decisions about what is and is not “a good grade” for each individual student. If people are content enough with what they’re learning and how they’re doing not to drop, who am I to decide that they’re “unsuited” for the course?
Work through a few difficult problems of each type in class.
The labs generally do this; when they don’t, you have about a dozen bright compatriots in the class. Make use of them.
It would help a lot if you could pick out random problems in a textbook or something–maybe compile some on a worksheet?–and give it to us as optional work. Sometimes I feel like I don’t study everything you expect us to know.
See answer to # 2 above. If you need help deciding which problems are “better” ones to work on, come see me. It’s a *very* useful life skill to be able to determine what is most likely to be on a test.
Go through the basics more thoroughly instead of randomly assigning complex problems.
The labs go through the ideas pretty thoroughly. You should work carefully through them, even the parts that don’t have questions in red to turn in. There are other “basic” sources available including the text and on the web. And the problems are actually picked carefully, not randomly. If you don’t see that, you should start trying to figure out why certain kinds of problems are selected to be worked.
How have you become a better student?
I haven’t, if anything Calc just made me more afraid and spiteful of math
If this is true rather than than just snarky, you should be coming in for help routinely. Floundering is neither desirable nor necessary. Everyone in the class has the ability to be reasonably successful in it. If you’re not being so now, you either need to seek help in routinely clarifying the basics or work more outside of class or both.
What would improve the course from the point of the course goals:
A day or two of review before the test to make sure we all know what’s on it.
No. That might make it easier for you to do well on the test, but it would not make you a more independent or better learner. Come talk if you want help in figuring out what’s likely to be on a test and why.
Maybe more AP questions?
You’ve already had some. You’ll get more as the year goes on.
really basic explanations available on the website
There are many sources of “really basic explanations.” If you don’t think the labs are basic enough, try the text or some online references that are mentioned in the course information or that you can find by Googling.
How do your goals fit with the course goals?
I don’t think i really have a goal. I took the class because i was told to and math is interesting, so a 5 would be nice i suppose, but im only going to remember the parts that i found interesting in the long run.
Yep. That second statement is absolutely correct for everyone (except for whatever specific parts you keep using next year).
What are your goals for the course?
My goals are to gain an understanding Calculus. and hopefully using the newly found understanding to discover more about my own intellectual interests for the future. My parents’ goal for me is to do get a 5 on the AP.
I put this one in only because it is so St. John’s. Sigh.
How is it having two teachers in the room at once?
(I picked these mostly because they were entertaining or insightful.)
It is nice to have two people to be able to talk to. It makes it easier when lots of people have questions because you don’t have to wait as long to ask your question. We also don’t have to deal with one of those subs who never understands what the class is about yet tries to teach it anyway. With two teachers, there is almost always one of you here.
It’s a good system. It’s kinda like a more fun version of “good cop/bad cop,” but with math.
I really enjoy the team-teaching situation and feel it should be repeated in the future. Dr. Raulston demonstrates spontaneity, and Ms. Watson represents organization: the combination is pure heaven.
I think having two teachers allows for me to see different aspects to a concept.(systematic and theoretical)
(These deserve answers)
I like the team-teaching very much, but I still find both of you slightly unapproachable (sorry). It’s more because of my own reluctance to talk to people I’m not familiar with than because of your personalities. I feel like it’s because I worry about what people think of me, and I have no idea what you guys think.
First, it doesn’t matter what we think of you. If you have questions, gird your loins (metaphorically) and come ask. Second, I like everyone in the classes though some of you I know better than others. The fact that there’s more give-and-take with some people than with others is more a function of how well I feel I know you than anything else. It has nothing to do with how well I “like” you. Pragmatically, if you can make yourself learn how to deal successfully with people even when you’d rather not do so, that may be the single most valuable life-lesson you get from the course, so give it a whirl.
I don’t really like having 2 teachers. it makes it confusing on who’s grading what and who i should go to for tutorial
It doesn’t matter who’s grading what because all three teachers get together to collaborate on grading. It also doesn’t matter whom you see for a tutorial since the tests and such are also done collaboratively. You should see the one(s) with whom you feel the most comfortable. Since all the grading and test creation is done collaboratively, there’s no “inside advantage” to seeing one teacher over another. Focus on the math and not on trying to game the system.