- X, you had lots more strengths than I wrote down, e.g. volume — but I focused on your weaknesses because I think that by now you actually know you’re strong in lots of teaching/presentation areas and so don’t need me to list them all. . . .I hope you’re okay that I focused my feedback this way, though!
- X, it’s impossible for me to tell you how pleased I am with your progress this semester. You’ve made absolutely incredible progress, both in your confidence and in your actual teaching skill ☺
- (I probably should have had you present on Thursday rather than today, since you clearly weren’t adequately prepared! ☹)
- I didn’t notice any other weaknesses (I guess maybe there was one time when I saw you were looking at the board when you didn’t actually need to. . . .but usually your eye contact was great, so I don’t think this is really a problem)
Initial Self-Evaluation Feedback
- Great self-evaluation, X! I’m impressed ☺
- Good self-evaluation, X! ☺
- Good analysis of your “Pronunciation Software Review” feedback, X ☺
- Both your self-evaluation of your “Pronunciation Software Review” and of your “Office Hours: Defining a Term” presentation look great, X! I’m impressed ☺
- Excellent analysis of where your classmates’ comments are correct and helpful and where they’re not as helpful! I’m very pleased ☺. Also, I think your plan for how you want to work on strengthening your weak areas is very wise. I very much look forward to seeing you improve in the weak areas you’ve identified over the next few weeks and months as well as to hearing your continued self-assessment of your progress and struggles step-by-step ☺. Great job on this initial self-evaluation assignment!
- X, where is your analysis of your classmates’ and my comments on your “Pronunciation Software Review” presentation? You should have posted this a LONG time ago! ☹
- If you agree with your classmates’ analyses of your weaknesses, at what specific times in your video do you see these weaknesses? And most importantly, what do you intend to do in your 15-minutes-per-day homework assignments to help yourself grow in these weak areas? Please let me know these things, too — make sense? ☺
á é í ó ú ý — ☺ ☹
æ ɛ ɪ ɔ ʌ ʊ ə ɚ ɝ ɑɪ ɑʊ ɔɪ
ɫ ŋ ʃ ʒ θ ð ɾ ʔ ʧ ʤ
Copy-and-Paste “Presentation Feedback Master”
One of my 180D students, Y, has expressed frustration to me that he got a worse score when he took the OECT a few weeks ago than he did when he took it before. I’ve encouraged him to contact you at the beginning of next semester to find out from you exactly what in his most recent OECT caused him to perform worse than in his previous OECT so he can intentionally focus on those weak areas during his next 180 course — but I want you to have all the information I have that might help you encourage him to really try hard in his 180 class next semester (which, as you’ll see below in my email to him, is NOT what I think he did this semester!).
It may be easier for your to evaluate his previous OECT performance against his most recent OECT performance using my categorized summary of that previous OECT rather than the raters’ raw feedback. In case that’s the case, here’s my summary of his previous OECT results that X received at the end of August or beginning of September:
I’ve just checked our OECT homework reporting tool and based on what you’ve reported there as well as the extra work you reported below, I will go ahead and count that you completed all 60 days of required 180D homework.
Regarding your having done worse on your OECT a few weeks ago than on your previous OECT, it’s definitely too bad your score went down, but honestly, most of the semester (except maybe during your last relatively good Teaching-a-Topic presentation), I fully expected your OECT score wouldn’t go up very much because it often seemed (like I told you during our one-on-one appointments) that you were doing only the minimum you could to fulfill our course requirements ☹ — that is, you were working neither hard nor “smart” when doing your 180D homework or preparing your presentations (some of which you barely prepared at all ☹). For example, your homework reports suggest you often just watched TED talks during your 15-minutes-per-day homework rather than actually using those TED talks along with the exercises I had recommended to you based on those TED talks in order to work on your weak areas identified in my OECT and presentation feedback. Hopefully, you also remember that I told you during our face-to-face meetings that this needed to change or you wouldn’t make much progress. . . .but it looks like you must have worked on changing your habits too late, so any new, good “habits” you had begun developing toward the end of the semester weren’t real, solid habits by the time you took your OECT and so didn’t show up during your your exam ☹
I am definitely very sorry to hear about your OECT results, but please — for the sake of your future, particularly if you want to work in the U.S. or some other non-Chinese-speaking location after graduation — work very hard in your 180 course next semester, so you can get maximum benefit from it. (Also, if your teacher doesn’t assign something like my 15-minutes-per-day homework, I highly recommend you continue do the various 15-minutes-per-day homework assignments I assigned to you based on your weak areas and also that you try always to self-evaluate your 180 presentations based on your teachers’ and classmates’ feedback (as well as by watching your own video) so that after each presentation, you can adapt your 15-minutes-per-day homework so that you’re always working on the most damaging and patterned weak area revealed in your most recent presentation — make sense? (You actually didn’t do most of the required presentation self-evaluation summaries most of this semester, though that technically was a requirement of our course ☹)
Hope the advice above helps you! Your last presentation made it clear you can make progress if you try ☺— but you must not try only sometimes; you must consistently try your very best throughout all of next semester to make progress if you want that progress to become a real habit that will show up consistently every time you teach/present, including in your next OECT. Make sense?