Dr. Merris Griffiths

Chapter 4: Conclusions

4.1 Reflections on tHE Scheme

Overall, I have found tHE Scheme to be a worthwhile experience. Perhaps one of the most powerful benefits of being expected to produce a portfolio of this kind is that it has ensured that I have allowed myself time to ‘stand and stare’ a little and think very carefully about my teaching philosophies and methodologies. Without such a scheme, it would be all too easy for ‘beginner lecturers’ to float uncritically through their probationary periods without really reflecting on their roles as professional educators. Now, at the end of the first two years, I can safely say that the principles of reflective practice have been internalised to a point where they are invisibly integrated into my basic approaches to teaching, and something that I would not like to do without.

However, one thing that struck me is the somewhat restrictive nature of this portfolio. The way in which one is expected to ‘report back’ and demonstrate competence as a teacher is very much tied to an imposed structure, and while this may suit individuals who are not used to educational discourses I found that the framework did not allow me sufficient room for manoeuvre. One thing that characterises my teaching style (and something that is frequently noted by my students) is the way in which I pay close attention to detail. I tend to think in terms of a 1000-and-1 subtle little things that all add up to a personalised teaching approach, and often felt a little frustrated that the style of this portfolio forced me to generalise and simplify complex thought-processes. In a way, I reach the concluding chapter and am left with the uneasy feeling that this report does not do justice to the (often) backbreaking effort that I have put into my teaching over the last two years.

4.2 Demonstrating competence in relation to Teaching & Learning

I have also pondered the exact meaning of the word ‘competence’ and how it can be demonstrated through writing a portfolio like this. One framework that I have found rather useful to this end, as a ‘check list’ for assessing whether or not I am becoming an effective teacher in HE, is a series of six key principles proposed by Ramsden (1992: 96 ff.), all of which relate to ‘student experience’. In other words, these principles lead to a consideration of the teaching process in relation to those on the receiving end.

Ramsden (1992) outlines the principles that he argues are an integral part of effective teaching – interest and explanation; concern and respect for students and student learning; appropriate assessment and feedback; clear goals and intellectual challenge; independence, control and active engagement; and learning from students. It is my intention, here, to briefly outline each of these principles and demonstrate how they might be identifiable in my teaching.

4.2.1 Principle 1: Interest and explanation

This ‘principle’ has emerged from studies of student feedback on courses/modules and relates directly to the ways in which lecturers should be able to spark interest in the subject matter and offer clear explanations of complex academic material. This, of course, has a direct impact upon ‘student learning’ and whether or not lecturers can generate situations in which the student takes pleasure in learning about a (clearly explained and interesting) field.

Fortunately, throughout the period to which this portfolio pertains, I have made a point of eliciting feedback from students either for my own benefit or as part of the departmental module evaluation procedures. Appendix D contains a number of examples of the kinds of comments I received from my students. The general pattern of responses would seem to indicate that I am working along the right lines with regards to generating student interest in my teaching and offering clear explanations of certain materials. A teaching tool that students consistently ‘rave’ about is the lecture handouts that I provide, so some typical examples of these are included in Appendix F.1.

4.2.2 Principle 2: Concern and respect for students and student learning

As the title suggests, this principle is all about the ways in which we, as teachers, treat our students and, as far as Ramsden (1992: 98) is concerned, the buzzwords are ‘benevolence and humility’. Added to this is a versatile mix of teaching skills, being available to students who wish to discuss their work or ask questions, and demonstrating a genuine interest in one’s own teaching material.

Through non-intimidating approaches and explicitly high expectations of student success, I have consistently found that my students are enthused by the methods I employ as someone who seems ‘genuinely interested in what you teach’. In a recent conversation with a departmental colleague, I was told that my teaching methods were highly regarded by the students. One individual explained that ‘She gives us a lot of help … but she also drives us hard’, which I would argue encourages both intellectual challenge and motivation.

My availability to students is purely ‘selfish’ in the sense that I enjoy this aspect of my work so much that I put myself almost constantly ‘on call’! One of the most efficient forms of communicating with students is e-mail – when I am on-line, I can often reply to student e-mails immediately. While some colleagues might warn that I am making work for myself, putting this activity in perspective means that I spend only a couple of highly efficient minutes ‘speaking’ to each student, with endless benefits – reassured students, high quality work and a sense of job satisfaction. Teaching is a profession in which you quite simple ‘get out, what you put in’, so going that extra mile can often mean no end of rewards.

4.2.3 Principle 3: Appropriate assessment and feedback

Offering constructive criticism and feedback on student work is essential if one is to succeed in nurturing strong and critical minds. This is also something regarded as important by students as a means to help them progress, know where they are ‘going wrong’ and improve their study skills  (cf. Ramsden, 1992: 99).

Over the last two years, one thing I have worked on and thought about a great deal is the importance of being very ‘up front’ with students about what is expected of them. It is no good expecting students to waste time playing guessing games because this detracts from the acquisition and development of real skills. Given that increasing emphasis is placed on continuous assessment in modules (where all the marks hinge on coursework), it is becoming an urgent issue that students develop good essay writing skills as early in their first year as possible.

With this in mind, I set aside the first seminar session for each of my (Level 1) modules, dedicating it to a discussion of essay writing skills and a careful examination of departmental assessment criteria (cf. Appendix E.1). In this way, I wanted to make as explicit as possible what students need to do in order to gain good marks. Advice was given on simple matters like employing a careful reference system to more complex issues of what it means to ‘critically analyse’. This initially careful approach resulted in more disciplined essay writing from first year students, but the most profound impact was seen in work produced at Level 3, where the major technical skills had clearly fallen into place.

As a matter of course, the Education Department returns all undergraduate essays with a feedback form attached, together with a summary of the way in which the marks have been awarded in accordance with the assessment criteria. Examples of the way in which I fill out these feedback forms are included in Appendix E.2. Whenever I wish to comment on anything in an essay, I mark the margin of the script with a number and then give a full explanation on the feedback form. Most students have been appreciative of the efforts made to offer quality feedback, with the result that slowly but surely basic ‘errors’ are eradicated and essay writing improves.

4.2.4 Principle 4: Clear goals and intellectual challenge

The key elements of note here are to make challenges interesting (rather than dull) and to offer a clear indication of the concepts that students need to grasp within the framework of the module. It is arguable that I have already addressed this principle in detail, in the context of Reflective Cycle 2 on ‘mind-mapping’ and above, with regards the ‘demystification’ of essays for all Level 1 students.

4.2.5 Principle 5: Independence, control and active engagement

The central concept of this principle is that students should be allowed to engage with and enjoy a certain amount of ‘control’ over the content of learning tasks in the way that is most likely to enable understanding. Arguably, with engagement and control comes a greater sense of enjoyment (cf. Ramsden, 1992: 101).

In the context of my own teaching, student agency is given priority. It is explained at the outset that students are ‘free’ (subject to my final approval, of course!) to formulate their own essay questions if they wish. Perhaps the best example of this was a student who wished to modify a question, in the Policies and Issues in Education module, to enable her to study and write critically about her own LEA. This was encouraged wholeheartedly as an assignment with great potential – critical academic theories paired with first hand experience is often a powerful tool indeed. Freedom and autonomy was also fostered as a general ‘right’, particularly within seminar sessions that were ‘framed’ as a safe testing ground for ideas, where praise was given to those who showed initiative and where it was demonstrated that there is frequently more than one way to ‘skin a rabbit’!

4.2.6 Principle 6: Learning from students

Finally, the sixth principle stresses that effective teaching should never take its effect on the student for granted (Ramsden, 1992: 102). This clearly stresses the importance of listening and being receptive to students, and not jogging along blindly assuming that your teaching is being ‘received’ as you intend. This is where simple exercises in student feedback such as ‘exit slips’ (cf. Research Cycle 2) are vital, together with a willingness to make modifications in the light of that feedback. This is something I feel confident I have addressed in this portfolio.

It is these six principles, and the vast differences that they can make to student learning, which constitute for me the true nature of teaching and learning in HE. Over the last two years, my teaching has been rather more a ‘lifestyle’ than a ‘job’, which, if you intend to be effectively professional, is just the way it should be!

4.3 Continuing professional development

Since embarking upon tHE Scheme in September 2000, I have encountered and seemingly conquered a number of teaching challenges. However, I feel that there are greater challenges to come given that my lecturing circumstances have changed dramatically since September 2002. I have recently started a new job (as lecturer in Film, Television and New Media) in a department that could not be more different from the one that I am leaving behind. Theatre, Film and Television Studies is officially the largest department at UWA (student numbers wise), where the new intake of first year students alone was in excess of 450! One challenge is therefore glaringly obvious – how to develop coping strategies to enable me to handle such vast student numbers but also endeavour to offer the same level of support and feedback.

From my limited experience of teaching in this department so far, it has also become clear to me that the students have slightly different approaches to learning and that they are more talkative than the students I have taught in previous years. I have therefore found myself having to quickly develop rather strict ‘crowd control’ tactics, particularly in seminar situations, where learning to listen is being pushed as a skill that is as valid as talking. Indeed, I already find myself ‘reflecting’ in preparation for next academic session, where seminar ‘ground rules’ are becoming an increasingly appealing idea as a way to establish an agreed behaviour blueprint (where arriving drunk with a bag of chips is noted as totally unacceptable!)

A core element of the new challenges ahead is also delivering much of my teaching through the medium of Welsh, where previously this had been a rarity restricted to seminar sessions and marking. Fortunately, I have already conquered my fear of lecturing in Welsh and was most motivated to realise that I am able to ‘do OK’ (as one of my Welsh-medium students reassured)! One thing I am working on is developing my vocabulary in what is a new academic teaching field for me, but feel confident that this will accumulate in time. Coupled with this is the chance to be involved in a complete restructuring of the Welsh-medium degree scheme, which is an exciting prospect and something I am very much looking forward to. In the immediate future, therefore, my ‘continuing professional development’ will focus on finding my feet and working towards becoming a key member of staff in a new department.

4.4 Teaching & Learning in Higher Education: Some closing remarks

The issues addressed in this portfolio are vital if practitioners (beginner or experienced) are to move towards an improvement in teaching quality in Higher Education, particularly now that students are being expected to pay for ‘the product’ we offer. A quality education is a precious yet fragile gift, and should be treated as such by those who teach. Over the last two years, I have been driven by the determination to do the very best by my students, and often remind myself that it is my duty as a professional to ensure that I give my all when in contact with them. While we, as practitioners, may feel we have time to rectify weakness in teaching ‘next time around’, one should always be mindful of the fact that most students have only one ‘stab’ at a module – In my opinion, that should be a ‘quality stab’!

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This page was last modified 12 Dec 2005