I'm Not Worthy!
At the end of every semester, my architecture students are asked to fill out an evaluation to rate the content of the course and my performance as professor. And, every semester I'm amazed by some of the comments that I receive (all anonymous, of course).
After a week of procrastination, I finally braved the waters and read my most recent evaluations for the Fall 2007 semester. Surprisingly, out of 115 students, about 90% gave me the highest rating for performance and class content. Of the 10% who thought I sucked -- at least no one referred to me as the Daughter of Satan this year -- I'd like to share with my friends and fellow educators some of the gems passed on by my little darlings.
Several of those who thought I wasn't much better than pond scum complained that I made them photocopy their reading material, and that an hour of copying each week was way too much to ask of any one. Now, why it took these obviously brilliant students an hour to copy 20 pages from one book is beyond me, but I probably should be more sympathetic to those with serious copying disabilities.
One of my favorite comments, which came from a graduate student, is that to improve the course I should cut down on the amount of writing. Well, let's see, maybe I should eliminate the 1-page writing assignment about their personal residence. Or, better yet, not have them take an exam, because that entails the use of a writing instrument. Even better, why don't I just tell the students not to bother bringing paper and pen to class, since writing is such a useless endeavor these days.
Runner up for Most Favored Comment status goes to the anonymous student who wrote that they loved the course (one of my top raters), loved the handouts I provided, and that they loved me as a professor (are you feeling the love?). Their only comment on how to improve the course? Give students my lecture notes so they don't have to bother taking their own. This would be a superb idea (insert sarcasm) if I actually used notes! I have worked very hand and pride myself on the fact that I don't use notes. I walk into a classroom with only the handouts for the students (except lecture notes), and the knowledge in my brain. It has taken me a long time to get to this point, but I find that students respect teachers more if they believe we truly do know everything. Regardless of the lack of notes, my gut response to this comment is, OMG! TAKE YOUR OWN DAMN NOTES!!!!!
At last, the comment voted Most Ludicrous Comment Ever goes to the brainiac who wrote that they wished I talked less about the history of architecture. Ummm, I'm sorry, I could have sworn this was a course on the History of Architecture. I'm fairly positive that my contract with the school states that I'm to teach the History of Architecture. I'm also pretty certain that the course title on the top of my syllabus reads, "History of Architecture." However, I could be mistaken. Maybe my discussing the History of Architecture is confusing for some and I should, instead, just show slides of buildings and the entire class can oooh and aaah over the pretty pictures. Seriously, what was I thinking discussing the history of architecture in a History of Architecture course. Just goes to show you that even teachers make mistakes.
I must say that I generally get a good laugh from reading my evaluations (the Daughter of Satan comment really is my all time favorite), but my head and heart aches when I think that these students will become the future leaders of our society. Can anyone say, "George W."? Judging how he's run this country, he probably would have asked me for my notes.
After a week of procrastination, I finally braved the waters and read my most recent evaluations for the Fall 2007 semester. Surprisingly, out of 115 students, about 90% gave me the highest rating for performance and class content. Of the 10% who thought I sucked -- at least no one referred to me as the Daughter of Satan this year -- I'd like to share with my friends and fellow educators some of the gems passed on by my little darlings.
Several of those who thought I wasn't much better than pond scum complained that I made them photocopy their reading material, and that an hour of copying each week was way too much to ask of any one. Now, why it took these obviously brilliant students an hour to copy 20 pages from one book is beyond me, but I probably should be more sympathetic to those with serious copying disabilities.
One of my favorite comments, which came from a graduate student, is that to improve the course I should cut down on the amount of writing. Well, let's see, maybe I should eliminate the 1-page writing assignment about their personal residence. Or, better yet, not have them take an exam, because that entails the use of a writing instrument. Even better, why don't I just tell the students not to bother bringing paper and pen to class, since writing is such a useless endeavor these days.
Runner up for Most Favored Comment status goes to the anonymous student who wrote that they loved the course (one of my top raters), loved the handouts I provided, and that they loved me as a professor (are you feeling the love?). Their only comment on how to improve the course? Give students my lecture notes so they don't have to bother taking their own. This would be a superb idea (insert sarcasm) if I actually used notes! I have worked very hand and pride myself on the fact that I don't use notes. I walk into a classroom with only the handouts for the students (except lecture notes), and the knowledge in my brain. It has taken me a long time to get to this point, but I find that students respect teachers more if they believe we truly do know everything. Regardless of the lack of notes, my gut response to this comment is, OMG! TAKE YOUR OWN DAMN NOTES!!!!!
At last, the comment voted Most Ludicrous Comment Ever goes to the brainiac who wrote that they wished I talked less about the history of architecture. Ummm, I'm sorry, I could have sworn this was a course on the History of Architecture. I'm fairly positive that my contract with the school states that I'm to teach the History of Architecture. I'm also pretty certain that the course title on the top of my syllabus reads, "History of Architecture." However, I could be mistaken. Maybe my discussing the History of Architecture is confusing for some and I should, instead, just show slides of buildings and the entire class can oooh and aaah over the pretty pictures. Seriously, what was I thinking discussing the history of architecture in a History of Architecture course. Just goes to show you that even teachers make mistakes.
I must say that I generally get a good laugh from reading my evaluations (the Daughter of Satan comment really is my all time favorite), but my head and heart aches when I think that these students will become the future leaders of our society. Can anyone say, "George W."? Judging how he's run this country, he probably would have asked me for my notes.