Reflection: Student Feedback Presenting the Voltaic Cell - Section 6: Debrief


I think student evaluations are an important part of my practice. I administer them three times per year—after the first month or two, half-way through the year, and at the end of the year.

The first evaluation is pretty open-ended. I ask students to grade my performance, and to tell me what they want me to improve upon. Typically, most students are not prepared for the rigor they encounter in my class, and so I spend some time reading and responding to the student feedback. I offer some adjustments to my practice, and I ask students to make some as well.

The second evaluation is to check in after the first semester grades are posted. I ask students how well they and I are living up to the adjustments we pledged to after the first evaluation, and how this translates into their grades and their enjoyment of the class.

The final evaluation serves two purposes. First, I get to see how I have positively affected my students. It is a great way to recharge. I feel like often times as teachers we focus on the negatives. However, if the class is well-received, then it is nice to get recognized for this by the people most affected by this job well done—the students. Second, I feel like I always get some good ideas from students about how to make course better for next year.

  Student Evaluations
  Student Feedback: Student Evaluations
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Presenting the Voltaic Cell

Unit 8: Redox reactions
Lesson 7 of 7

Objective: Students will be able to present and explain the chemical processes represented in their diagram of a voltaic cell.

Big Idea: Voltaic cells consist of two-half cells that undergo oxidation and reduction. A salt bridge helps to balance the charge in each half-cell.

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