A Teaching Self-Evaluation

Today is the last day of classes for the fall semester of 2014. Today is the day for reviews, discussing paper plans (and in one class, surprisingly enough, answering questions from students who wanted to know a bit more about my personal background.) A week from today, I will administer finals in two classes and collect final papers for the third. Then, a brief and frenetic phase of grading before I submit grades. And another semester–my twenty-second at Brooklyn College–will be in the bag. I will see some students from this semester again–in other classes, on campus. (As of now, I know that at least three students from this semester’s classes have registered for my classes next semester.) Some students I will never see again–they’ve entered my life briefly (and I theirs), and then moved on.

As always, I wonder about how good a job I did.

I did some things right. I picked interesting readings and assigned a fair amount every week. I never got the feeling, as the semester wore on, that I had assigned too much or too little. (In my Social Philosophy class, I realized very early on, that I had assigned too much reading and tackled that problem by simply slowing down and letting readings fall off the end of the syllabus.) The novels I selected for my Philosophical Issues in Literature class were uniformly interesting and thought-provoking; the anthologies I picked for my Philosophy of Religion and Social Philosophy classes brought my students into contact with diverse styles of philosophical engagement. (And the books I picked were not a financial burden for my students.) I managed to provoke good discussions in many of the class meetings, and often did a good job of carrying out close, detailed analysis and exegesis of the texts. I asked many questions of students, and was able to provoke many interesting and thoughtful responses from them. I was able to place many issues discussed in class into broader philosophical contexts.

I continued to struggle with some old problems. I frequently found it hard to get students to do the readings and come to class prepared to discuss them; this remains a frustrating and vexing business, and I feel stuck in a rut of sorts. I showed little imagination in devising writing or reading exercises beyond the standard paper assignment and group discussion exercise. I was not able to provide more than brief comments on student papers. (I did, however, provide good feedback to those students who came and saw me after they had received their graded papers.) My style of teaching continues to rely a great deal on students being independently motivated, which often does not take care of those who struggle with motivation and inspiration.

Teaching remains a challenging business: it is exhilarating, exhausting and perplexing. At its best, it is creative and edifying; at its worst, it is infuriating and demoralizing. At the end of the semester, as always, I’m struck by what an acute blend of science and art it is. That, I suppose, has a great deal to do with its charms and lures and pains.

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