Midsemester Reflection

“To reflect is to look back to bring clarity in moving forward”~ Teach4Endurance

Do you feel like your class is on cruise control, or like hitting the "pause" button on your semester? Either way, taking a little time to reflect can help you move FORWARD with positivity, and make future semesters smoother. Look to these FORWARD steps for inspiration.

Check yourself and your students

• Feelings. How am I feeling? Am I motivated to teach?
• Outcomes. What are my goals for this class? Am I meeting my goals? What evidence do I have that students are learning?
• Relationships. Are you connecting with your students? Am I making content relevant?
• Workload. Did I accurately gauge my workload? The students? How is the class pace?
• Actions. How are students behaving in class? Are they overwhelmed, motivated, interested? 
• Reach out. Do my students need additional support? Do they feel like they belong? Have I developed my own community for support?
• Direction. Am I using strategies to help students learn? Am I creating barriers?

Things to remember

• Reflection now can make the next class smoother
• Remind students about academic well-being resources and personal well-being resources
• Help students understand your grading policies
• Check important academic calendar dates, and prompt students to do the same. Remind all students that November 2 is the last day to withdraw (for full-semester courses)
• Watch attendance and participation after Thanksgiving break
• Be ready for last-minute questions on final grades, exams, extra credit

Check these out

• Small reflections can bring about big changes (e.g. How I Learned to Embrace the Awkward Silences to Promote Class Participation). When there is silence in discussion, you can prompt students to pause and write.
• Asking students to reflect mid semester can give you additional insight. Christina Moore and other OU colleagues have used this simple midsemester journal activity.

Save and adapt a Google Doc version of this teaching tip.

About the Author

Sarah Hosch is the Faculty Director of the Center for Excellence in Teaching and Learning, and a Special Instructor in the Department of Biological Sciences at Oakland University. She teaches all levels of biology coursework and her interests include evidence-based teaching practices to improve student learning gains and reduce equity gaps in gateway course success. Sarah loves exploring nature, cooking, and exercising.

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