According to EAT, the midterm reflection assignment is an opportunity for students to practice metathinking. By engaging in this activity “they develop awareness of what they’ve learned in the class.”
As I sat and read their reflections this afternoon, I was pleasantly surprised. My students (for the most part) put forth effort in their reflective writing. In their conferences, several students reported how helpful it was to go back and read their work and my comments. They appreciated seeing how their writing has changed and progressed. They even identified areas where they still have trouble, offering up strategies to counteract those difficulties.
Though sitting through all those conferences was tiring (my voice felt like it was disappearing after I was done), I ultimately found them hugely rewarding. I not only got to hear from my students that they were actually learning from the class (thank goodness!), but I also got to sit with each student one-on-one and hear their questions and concerns.
I believe most of my students found the conferences helpful as well. After discussing their grades and their drafts, many students asked me if they could make an appointment or visit during my office hours to further work on their papers. After seeing how helpful one-on-one time could be, students requested more. Maybe it seems uncomfortable or daunting to an incoming freshman to set up an appointment with the teacher. Maybe it seems like doing so is an admittance of “I suck. I need help,” rather than seen as an opportunity to learn and grow. I think that having the opportunity to sit down with me allowed them to see that asking the teacher for guidance doesn’t mean that they are stupid or lacking. That is a huge step in the right direction. I expect more visitors during my office hours and emails in my inbox as the semester progresses.