JWU and Shirayuri Presentation Course Survey
Chris Elvin
6/4/2022
The first complaint (4/25)
Monday (1限）Digital Presentation - Elvin Christopher
The concerns are:
On the Flipgrid app. used in the class, there are 30 members registered on it in spite of there being only 18 students in the class, which means 12 members are not their classmates. A student said her video (DOUGA) was screen recorded by a non-classmate and was shown to her by her friend. She was wondering if the video (DOUGA) has been spread without her consent. They said they want the teacher to get rid of the non-classmates (12 members) from Flipgrid.
Also, students were complaining that there are too many assignments (KADAI) every week.
1 Making slides 2 Writing an essay 3 Making DOUGA
and then, they also need to make a presentation in class. They said they would like the teacher to give fewer assignments.
Teacher comment
Yes, my mistake. I sent my other class the wrong link but now it’s fixed. I told my Shirayuri period 1 students that it’s against the law to record a person’s presentation without permisssion and that they should complain to kyomuka about it and also tell the person to delete the file immediately.
As for assignments, they have to write a 300-word essay, make 5-10 slides, and record on Flipgrid once every two weeks. Most of this can be done in the preparation class. Period 1 students don’t make good use of preparation class. Once student left class from the beginning after hearing of the homework assignment. Two students slept in class. Two students asked to go outside to make slides but subsequently disappeared. One student texted an absentee the warmup question so that she could fake attendance.
The second complaint (5/26)
A student came here again and complained about kadai (assignment) of Digital Presentation taught by Elvin Chirstopher.
Monday (1限）Digital Presentation - Elvin Christopher
A student is saying that almost all students are suffering from the assignments: which is 3 assignments (essay, slide, video) every Monday (due is every Friday). In assignments, there is also a pair work, so it is very difficult to get together with their partner during weekdays. She said if the deadline is Sunday, they might be able to accept, but it is very hard to finish the assignments by Friday.
Teacher comment
Oh dear! Sorry to hear that they are suffering. The assignments are due every other Friday; not every Friday. As for getting together, they have preparation class to get meet and get organized. I also added a meet link to Google Classroom so that they can communicate any time. Sunday used to be the deadline but many students didn’t do the assignment until just before the deadline and that gave me no time to grade.
The third complaint (5/28)
We have again received a request from students regarding Elvin sensei’s Monday Digital Presentation class.
The students’ other concerns are ・They do not receive any feedback on what is wrong, what is good after their presentation. They said they cannot make improvements. ・Some students have made two presentations, others still have zero presentations. The students feel it is unfair. ・They need the basic knowledge of presentation, such as how to make slides and how to express themselves effectively, as other classes.
Elvin sensei told students to write their concerns on the Google classroom, but they were hesitant to comment. The students said that they do not have confidence to express their concerns in proper English. Furthermore, they are worried that writing about their concerns may be a problem in their relationship with Elvin sensei.
Please support our students’ concerns.
Teacher comment
Yes, it’s true that I haven’t given much public feedback yet. Some students get upset about negative feedback so I try to avoid it.
Every presentation, each student gets a feedback score from participants and this is made into a boxplot or violin plot. All participants choose what they like about the presentation (fluency, grammar, vocabulary, pronunciation, content slides) and this is tabulated and presented in the presentation report. They also choose a second category which is similarly tabulated.
At the end of the lesson students vote for their favorite and second favorite speeches with reasons. Students can see how many votes they received and also read the reasons and know from which student such comments come from.
Students also write self-reflection comments about the lesson and their own performance.
I believe these peer support comments help in the development of students’ progress and confidence.
I have started to include teacher comments in the presentation reports. I will also reiterate that students should show me their work in preparation class.
Presentations are voluntary: Some students don’t feel well on certain days and this is one way of addressing it. Overall I have asked students to try to make a similar number of presentations as their classmates. Hopefully this will balance out in the end.
I don’t teach how to make slides as they are already quite good at it and they learn from seeing and copying good examples. I give feedback in the slides assignment if I notice something which needs to be addressed.
I teach the structure of presentations and what to write for each section and how to make transitions and how to conclude. They already understand this quite well.
If they are afraid to speak to me directly or comment on Google Classroom, I will make an anonynmous Google form and collect their responses.
This is quite a high level class. I wonder why they can’t write what they feel in English. In the regular lessons they can choose to give feedback in either English or Japanese so I will ask them to choose either language here, too.
If they want to improve their relationship with the teacher they shouldn’t be so brazen as to storm off once the word count is revealed, or to sleep on desks, or to sneak out of class grinningly on the pretext that they are going to make slides, or to text a student the warmup question in order to fake attendance, or to refuse to put name cards on the desks, or to put on makeup, or to generally sit around and do nothing. I notice these things. In my other classes, I don’t have such irritations.
The fourth complaint (6/1)
Ten or eleven students had been in to the dept. common room in recent weeks. Their two main complaints are: 1. they want to feel less fear in the class;
- they want feedback on their presentations, and for you to show some interest in their presentations. (A couple apparently said you were scrolling through your phone during at least one presentation. I said he could have been checking something in relation to the presentation, but the impression is bad.)
Teacher comment
I don’t know where you get your fear from. That is unusual for me from my students.
Sorry about that. I tend not to give much feedback to students who score maximum points but if I notice something that can be improved, I will tell you via your assignments. So far most people have been writing very well, making great slides, and delivering excellent speeches.
I was reading your comments in the feedback and checking that everything was okay. For example one student recently mistook herself for presenter and ended up giving feedback to herself until I interevened.
Survey about presentation classes for three groups of students that I teach
How many people answered the survey?
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
23 17 15 How would you rate this course?
Why? (arranged from well rated to badly rated)
[1] Because I can learn how to presentation and how to write essay. I can study a lot of new words.
[2] It’s because I could have many opportunities to present.
[3] I like presentations.
[4] Because, it's fun to listen to everyone's speeches.
[5] By actually making a presentation, I learned something new and learned. I also learned to think about manuscripts and make slides.
[6] 楽しい
[7] I'm busy but the class is substantial.
[8] まず、授業に参加するだけで先生の英語を聞くことができ、それは日常では得られない経験なためです。そして、エッセイやパワーポイントを作成することも実践的で毎回しっかり取り組まないとと思わせられるものだからです。
[9] みんなとコミュニケーションをとるのが楽しい。
[10] This class is fun.
[11] プレゼンのやり方や作り方がとても分かりやすく、身についていることが感じられるから
[12] A little too much homework.
[13] Flipgridでクラスメイトの発表を見れるのが良い。
[14] We give a presentation once every two weeks, so it's a good practice.
[15] 様々な題でプレゼンテーションを作ることができ、良い練習になっていると感じるから。
[16] I have many opportunities speak English.
[17] Because we can do presentation many times and learn.
[18] Because it's hard to prepare for the weekly presentation.
[19] I can practice to present my opinion and listen classmate's.
[20] プレゼンテーションの練習を積み重ねることができるから。
[21] プレゼンを沢山やることで能力が鍛えられると思います。
[22] たくさんプレゼンをすることができるのでこの評価にした。
[23] 少し課題が多い
[24] プレゼンテーションの質が向上するから。
[25] Because it is a good opportunity to produce sentences in English and read longer English texts.
[26]
[27] Because task is improved my English skills.
[28] 自分でプレゼンテーションを作成したりクラスメイトのプレゼンテーションを聴くことはとても勉強になりますが、まだ英語があまり得意ではない私には授業の進むスピードが早いと感じてしまいます。
[29] I like see other student's presentations because their work is interested for me and I can learn about what should I do for make good presentations. However, I want your feedback.
[30] Because I was able to introduce my favorite things to everyone.
[31] Because I can learn a lot of things about presentation.
[32] 楽しく過ごせていると思うから
[33] 色々な発表を聞けて勉強になる。
[34] I think it's good to give a presentation in English
[35] 全体的にみんなが困っているように感じます
[36] プレゼンの練習になるから
[37] The assignments are tough, but I think my presentation skills are improving.
[38] 課題が多すぎる/プレゼンの頻度が他のクラスと桁違いに高すぎる
[39] sometimes, it is difficult to understand the conversation for me.
[40] 課題が多く時間がかかってしまい自分でやっていて質が落ちてしまっていると感じることがあるから。英語を書く機会が多いのはいいと思ったから。
[41] I want to change submit until the Sunday.
[42] I thought this homework is too much.
[43] I had a lot of opportunities to announce.
[44] .
[45] Because a lot of homework
[46] I just do what I'm tasked to do.
[47] I couldn't speak clearly and smoothly.
[48] 少し課題がおおい
[49] It because in this course, homework assignment is a lot and it is too challenging to complete them in time. (Friday)
[50] I want you to teach us why my presentation is good or bad.
[51] Because there are many assignments and the deadline is short. Also, there is not enough explanation.
[52] I can't learn from this course.
[53] There are so many assignments and I don't know what to improve in the presentation
[54] •指示が雑。［やる内容だけ伝えられて、どこに気をつけるべきなのかもわからないから］ •且つ課題が多い。［提出期限が金曜日という中で課題が負担。また、点数をつけられるだけで個人的なコメントもない。どうしてその点数になったのかもわからないため、ただただ困惑する。］ •プレゼンが不平等。［毎回やる人もいればいない人もいる。時間の都合上かもしれないが、毎回やる人が偏っているのは不平等である。］ •プレゼン後の先生のコメントもなし。［どこが良くてどこが悪いのかを伝えてもらわないと次にも活かせない。ただ課題をこなすために月曜日の一限に行く必要はないと私は考えます。 •これは提案ですがこの授業の内容はオンデマンドでもできるかと。わざわざ対面でやらなくてもいいのかなと思います。オンデマンドで指示出していただければ私たちも朝早く行く負担もないし、納得いくと思います。正直この授業の内容は対面で行う必要性はないと思います。
[55] I don't like Saturday morning.
55 Levels: ... 課題が多すぎる/プレゼンの頻度が他のクラスと桁違いに高すぎるHow would you rate preparation day?
Why? (arranged from good to bad)
[1] I can practice enough time.
[2] I love to research about contents.
[3] 指名制ではなくみんなが積極的に参加してやれているからです。
[4] I think it's good to be able to carefully create the content of the next presentation over time.
[5] 十分に時間があるから
[6] I did my best to prepare.
[7] It's hard though. However, making slides will help me in my future work!
[8] プレゼンテーションは緊張するけど、私にとっていい経験になります。
[9] 授業中に準備する時間があるのは良いと思います。
[10] プレゼンテーションを作るにあたって、多くの単語を調べ荒あな単語を増やすことができていると感じるから。
[11] 人前で英語を話す能力を上げることができるから
[12] Because the place to talk with friends is valuable.
[13] It's very difficult to prepare when you're busy.
[14] どんな内容にしたらいいか先生が教えてくれるのでいいと思いました
[15] 効率よく準備できているのでいいと思う。
[16] 準備のための時間が長くあっていいと思う。
[17] みんなの意見を聞けていい
[18] This is because I made it just in time for the deadline.
[19] I'm so nervous.
[20] 課題が進められるのは良いです。
[21] This subject is submitted earlier than other subjects. But I can do enough the homework by preparation day.
[22] I read script many times.
[23] Because I was able to talk while watching everyone as much as possible.
[24] みんなのプレゼンテーションが見れて楽しい
[25] みんなのプレゼンを聞くことができるから
[26] 時間はかかってしまうが、その分しっかりと取り組めているし難しいことも諦めないことを癖にすることが出来るため良いと思う。
[27] 前を見てしっかり話せない時があるから。
[28] 準備期間が充分に準備されていない。もっとクオリティを高めてからプレゼンしたい。
[29] I think it’s so good.
[30] I was able to do it without being nervous.
[31] Because I'm not able to memorise sentences.
[32] 授業時間だけでは全く準備は終わりません
[33] I'm little busy.
[34] やることが多くて大変だから。
[35] 期限に間に合わなかったことはありませんが、締切日が近くなってから取り掛かるためもっと時間に余裕を持って取り組むべきだと感じます。
[36] エッセイやスライド作りにもう少し力を入れたい。
[37] If you submit it on Wednesday, there will be other classes, so I would like you to extend the deadline a little more.
[38] It because we don't have to remember whole script.
[39] Too much homework.
[40] Essayを作成するのに時間がかかるときがある。
[41] Because we can make a presentation at home.
[42] I think sometimes difficult, sometimes very interesting.
[43] Because I can't finish my assignments in a concentrated way.
[44] Because some people give presentations and some don't.
[45] Because I want less time to prepare. I can’t concentrate in the classroom, so I want to prepare for a presentation at my house or personal space. But I think we need the time to create a concept map and ask some questions for Elvin sensei at least 15 minutes. And instead of less the time, I want to add more activity and other time: do presentations, Elvin sensei teaches us how to make beneficial presentations, practice particularly important things for presentation, and so on. However, thank you for taking the time to prepare.
[46] 平日だけでエッセイとスライドとビデオを作るのは時間的に厳しいから
[47] It needs much time to make all presentation documents. I have also to do other classes preparation, I want to reduce the burden a little.
[48] 金曜日までなのが厳しいから。
[49] Not enough time
[50] I need more preparation day until weekend.
[51] •前述にも申した通り、点数だけを出されても次に活かすことができません。どこが良くてどこがだめか、きちんとコメントしてほしいです。 •私自身もただ言われたことを準備するだけなので正直たくさん情報を調べても点数だけで評価されると努力が無駄だとも思ってしまいます。
[52] I felt that I could do it at home, and it was too much of a bother to come to school.
[53] I usually prepare for presentations at home.
[54] It's too short.
[55] I want them to go home without time to just write after they have nothing else to do. Other presentation classes are leaving class early and going home.
55 Levels: •前述にも申した通り、点数だけを出されても次に活かすことができません。どこが良くてどこがだめか、きちんとコメントしてほしいです。 •私自身もただ言われたことを準備するだけなので正直たくさん情報を調べても点数だけで評価されると努力が無駄だとも思ってしまいます。 ...How would you rate presentation day?
Why? (arranged from good to bad)
[1] Every time it is very Good experience for me. I can practice much.
[2] I am good at doing presentations.
[3] 上記と同じ
[4] I think it's nice that each person can make a presentation in front of the students. I'm nervous, but I can practice my presentation.
[5] クラスメイトの発表を聞けて良い。
[6] 適切だと思う
[7] I like it.
[8] Because pesenting in front of everyone can improve my English.
[9] I did my best to prepare.
[10] Because we can listen to a lot of people's presentations and learn a lot.
[11] 少し大変ですが、将来私の仕事の役に立ちそうでいい経験をしてると思います。
[12] Because I was nervous and my voice trembled. The other reason is because I could not explain the images in the PowerPoint presentation well.
[13] 人前で英語を話す機会が少なかったので良いトレーニングになっていると感じるから。
[14] 人前で英語を話す能力を上げることができるから
[15] Because it's fun to listen to my classmates' presentation.
[16] とても良くできたと思う。
[17] みんなのプレゼンテーションがみれて楽しい
[18] みんなのプレゼンを見て勉強できるので良い。
[19] 色んな人のプレゼンテーションが聞けるし、その場で評価を書けるから感想が新鮮でいい。
[20] みんなの意見が聞けていい
[21] 全員がプレゼンテーションをやるべきだと思います。
[22] I'm so nervous.
[23] 友達の発表を聞けて勉強になるから
[24] フィードバックを書くのが大変すぎて、プレゼンを聞くことだけに集中できない。
[25] To confirm my documents I had made and practice it. I am satisfied this circle.
[26] 普通に進んでいて特に不満はないから。
[27] same as previously
[28] Because I think I was able to speak better gradually.
[29] プレゼンテーションがあまり得意では無いので、緊張します。
[30] I think I was able to present my presentation with good pronunciation and fluency.
[31] みんなのプレゼンを聞くことができるから
[32] 準備は確実に家でしてきているため、スムーズに行うことができると思っているが、聴衆に目線を遣ってみたり、暗記したりすればもっと良くなると思う。
[33] 前を見てしっかり話せない時があるから。
[34] 準備してきたものをきちんと発表できていると思います。また、他の人の発表からたくさん学べていると感じます。
[35] 発表の仕方を工夫したい。
[36] 友達のプレゼンが聞けるのが良い
[37] If you give a presentation here, you will get points.
[38] I couldn't speak fluently.
[39] 発音など改善点がまだ沢山あると感じました。
[40] Too much homework.
[41] I think it’s so good.
[42] クラスの全員がプレゼンするわけじゃないから少し不平等に感じる
[43] It is a hassle to write down every other person's evaluation.
[44] I feel nervous every time.
[45] I was able to do it without being nervous.
[46] Everyone's presentation is nice, so it should take more time.
[47] I want you to decide to order of presentation.
[48] Because some students couldn't give a presentation. Also I think we have to take the time to the students who couldn’t give a presentation at the last class.
[49] Because some people give presentations and some don't.
[50] Because I am not good at public speaking and I am very nervous.
[51] Not equal
[52] It's so tricky to we have to write feed back per person for just 2 minutes. Also, it is unfair that someone can't presentaion although they prepare a lot of time same as ather.
[53] Because it will be done without knowing who will announce it for sure. If we knew who was going to present this time, we would be able to eliminate the time wasted in learning, and everyone would have an equal number of presentations(in terms of time).
[54] I need more preparation day until weekend.
[55] •一ついいところは他のプレゼンターの発表を聞けることです。これは自分のプレゼンにも活かせる部分とかを見つけることができます。ただ、fripgridで共有し、動画を共有すればオンデマンドでもできることは可能です。対面の良さというのは先生が直接その時間に自身の言葉で評価してくれるということです。その時間がなく、スマホを見て、次の人というだけというのはやっていてモチベーションも上がらないです。 •MCの力が身につくのもいいと思います。生徒たちで授業を進めていくというスタイルでやりたいのであれば、生徒たちが流れを理解していないと務まりません。もし生徒で授業を進めてほしいのであれば、きちんと全員が納得いくまで先生自身が説明するべきです。例えば前期は先生が手本を見せて、後期は生徒自身で進めてもらうなどすれば、生徒も先生みたいにやればいいと想像がつきやすいし、スムーズにできると思います。たった一回の説明で母国でない言葉での説明ではすぐには理解できないと思います。
55 Levels: •一ついいところは他のプレゼンターの発表を聞けることです。これは自分のプレゼンにも活かせる部分とかを見つけることができます。ただ、fripgridで共有し、動画を共有すればオンデマンドでもできることは可能です。対面の良さというのは先生が直接その時間に自身の言葉で評価してくれるということです。その時間がなく、スマホを見て、次の人というだけというのはやっていてモチベーションも上がらないです。 •MCの力が身につくのもいいと思います。生徒たちで授業を進めていくというスタイルでやりたいのであれば、生徒たちが流れを理解していないと務まりません。もし生徒で授業を進めてほしいのであれば、きちんと全員が納得いくまで先生自身が説明するべきです。例えば前期は先生が手本を見せて、後期は生徒自身で進めてもらうなどすれば、生徒も先生みたいにやればいいと想像がつきやすいし、スムーズにできると思います。たった一回の説明で母国でない言葉での説明ではすぐには理解できないと思います。 ...How much do you like …?
How much time do you spend on … ?
What do students do on preparation day (as ratio of students to class total)?
researching
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.91 1.00 0.87 making concept maps
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.65 0.82 0.60 showing their work to the teacher
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.22 0.59 0.40 making slides
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.43 0.35 0.53 writing essays
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.61 0.65 0.60 discussing the topic with partners
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.70 0.82 0.47 chatting with friends
JWU Saturday 1 Shirayuri Monday 1 Shirayuri Monday 2
0.43 0.24 0.07 After preparation class has finished, how many more minutes do you need to complete the homework assignments?
How could this course be improved?
[1] ・to extend a dead line from Friday to Sunday. ・to eliminate recording to Fripgrid or to less numer of times presentaion in class.
[2] •みんなの前で発表すると自信が持てる。
[3] 1週間の課題が少し多い。
[4] After the presentation is over, allow time for those who were listening to ask questions of the presenter.
[5] As mentioned above, I think it is good to spend less time preparing in the class. Because Elvin sensei takes enough time to prepare the presentation (and also it leads to finishing our assignments and we can ask some questions for Elvin sensei), however some students did not do these things in the class and also complained about the amount of Kadai. I think It is kind of ridiculous. I think I want Elvin sensei to teach various specialist knowledge on presentation. And also I want one comment (good point, weaknesses point and so on ) after each student’s presentation in the class or google class room. I think it is also good to watch a Ted talk video and we do fill-gap print and analysis between deskmates, pair or entire class.
[6] english presentation skill
[7] English Skill
[8] English skills
[9] Even if it doesn't improve, I think the current class format is fine.
[10] Group presentations are better than one-person presentations.
[11] I can't find any improvement.
[12] I could improve my English skills and presentation skills.
[13] I could improve presentation skills.
[14] I don't know how to put the audio in the powerpoint so I would like to know again. Other than that, I would like to learn more about facial expressions and gestures when speaking.
[15] I have to learn how to make good presentation and know my presentation's problems.
[16] I think 1 task is the best every day. I want you to make less presentation.
[17] I think I am fine with the content of the lessons so far.
[18] I think that to extend the details for a task is good.
[19] I think we do not need after preparation class has finished, the time of the homework assignments.
[20] I think we need to get used to speaking in public.
[21] I want you to eliminate wasted time. Like I said at the beginning, just time for everyone to make slides and speeches. That time doesn't make sense as a class.
[22] I want you to extend the submission deadline
[23] I'd like to improve presentation skills and vocabulary skills.
[24] I'd like to know a few more crucial things. I don't think it makes sense to just be given an assignment and do it. If you are going to give them assignments, I think it would be good to tell them what they can improve on and what was good about them.
[25] I'm satisfied.
[26] Increase everyone's positiveness.
[27] It should give more preparation time and lessons about presentation.
[28] Make the class more energetic.
[29] Nothing
[30] Please send us your feedback.
[31] Reduce assignments and extend deadlines. Take time to study presentations in class.
[32] to increase the time to interact and discussing with friends.
[33] To motivate the presentation, when someone else's presentation is done, give a big round of applause or smile.
[34] Work with partners.
[35] グループでもっと話し合いをして、プレゼンの内容を深める。
[36] プレゼンテーションの長さなどがちょうどいいので、今のままでも満足です。
[37] プレゼンの発音を頑張る。
[38] プレゼンを用意する回数を減らして、1個1個のプレゼンの精度を高めていければもっといいと思いました。(ひと月に2回のプレゼン)
[39] プレゼンを短時間で作る能力が向上した。
[40] もうすこし課題の期間を伸ばしてほしい。
[41] もっと流暢に英語を話せるように改善したい。
[42] もっと課題を減らしてほしいです。また、金曜日の提出は徹夜をしなければできないので、せめて休日を挟んでほしいです。
[43] 不平等な部分をなくす 課題をもう少し少なくする
[44] 人前で話す力や何かを調べる力を付けなくてはならないと思うので大切だと思う。
[45] 充分です。
[46] 動画の活用をする。
[47] 改善することはない。このままでいいと思う。
[48] 毎回の課題をしっかりこなし、英語はもちろん調べた情報などで知識も増やしていきたいと考えている。
[49] 特にないです。
[50] 特になし
[51] 生徒が計画性を持って取り組めばよりよくなると思います。
[52] 発音や文法が覚えられる
[53] 自分で考えて、発表する機会が増えたので、英語力は微量ながら上がったと思う。
[54] 課題の提出日をもう一日伸ばすと良いと思います。
[55] 音声を録音するのが場所も時間もとても限られてとても大変なので、授業内でプレゼンを発表する機会があるのであれば宿題で録音をするのをなしにしていただけたらやりやすいと感じました。
55 Levels: ・to extend a dead line from Friday to Sunday. ・to eliminate recording to Fripgrid or to less numer of times presentaion in class. ...Are the three groups different in terms of satisfaction totals?
Satisfaction totals per student for all “how would you rate” and “how much do you like” questions (13*10 = 130 in total).
Run ANOVA for the three groups for satisfacion totals.
Df Sum Sq Mean Sq F value Pr(>F)
Which.class.are.you.in. 2 8894 4447 9.538 0.000296 ***
Residuals 52 24245 466
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Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1Conclusion: Shirayuri 1 is very different from the other two classes. Shirayuri 2 and JWU Saturday 1 are very similar in terms of course satisfaction.
Are the groups different in terms of how much time they spend working on assignments outside of class?
Df Sum Sq Mean Sq F value Pr(>F)
Which.class.are.you.in. 2 231663 115832 13.43 2.14e-05 ***
Residuals 50 431186 8624
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Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1Conclusion: There is a difference. Which groups are different?
Tukey multiple comparisons of means
95% family-wise confidence level
Fit: aov(formula = After.preparation.class.has.finished..how.many.more.minutes.do.you.need.to.complete.the.homework.assignments...write.a.number. ~ Which.class.are.you.in., data = y)
$Which.class.are.you.in.
diff lwr upr p adj
Shirayuri Monday 1-JWU Saturday 1 138.50568 64.80685 212.20451 0.0001044
Shirayuri Monday 2-JWU Saturday 1 -12.51515 -87.62277 62.59247 0.9147363
Shirayuri Monday 2-Shirayuri Monday 1 -151.02083 -231.63574 -70.40593 0.0001096Conclusion
Conclusion: Shirayuri 1 is comletely different from the other two classes. Shirayuri 2 and JWU Saturday 1 are very similar in terms of time spent on homework assignments.
Summary
Generally speaking, students are satisfied with the course. Students in Shirayuri period 1 are not satisfied with the course; They don’t appear to like anything much. Students in Shirayuri period 1 spend too much time on homework assignments.
Comment
Students were not supposed to spend so much time on assignments. If they work smoothly in the preparation class, they could be almost finished by the end of this lesson.
Warning
Students who are working such a long time on assignments risk damaging their health.
Action
Put a time limit for homework of two hours maximum (this may not work in practice, however). Students learn by experience and through practice and feedback from peers as much as from the teacher, if not more so. Don’t change the course for the sake of a minority opinion? Encourage students to ask for feedback in the preparation class. Include a teacher opinion for the preparation and presentation reports (for students who may not be so good at interpreting data about themselves).
Class Harmony Investigation
Are students being supportive of each other when giving feedback about best presentations?
Run ANOVA
Df Sum Sq Mean Sq F value Pr(>F)
group 2 0.32 0.15997 1.961 0.141
Residuals 1160 94.65 0.08159 Conclusion
There is no difference in sentiment for peer feedback about best presentations among the three groups.
Final thoughts
If the students in period 1 are to be believed, then they are taking the assignments too seriously and in danger of damaging their health. This has to be addressed.
Should I really give them fewer assignments even though their level is the highest?
If they are different, I may have to make the course unique for them compared to the other two classes.
If the students in period 1 are not to be believed, we have a group of people with some experience of living in the West who are comfortable making complaints and who ultimately would rather not do homework. People power is one way of achieving that aim.
I think homework is good for students and I don’t mind marking it.
I wish that they had come to me.
What to do?
Reflection and Course of Action
The Shirayuri 1 students are different from the other two classes in terms of course satisfaction and time it takes to complete assignments.
The reason why they take so long to complete assignments is a mystery but possible reasons could include: • perfectionism • poor time management skills - including time wasting • a sense of entitlement • dishonesty • other
Why would they lie?
Well, the students may have realized how demanding my course is compared to the other teachers by talking to their friends and feel it is unfair that I am asking a lot from them.
This in turn might have lead some of them to complain with exaggerations and lies. Some may simply be unmotivated in the first place so have joined the campaign.
Can we really blame them for wanting an easier life?
When I did my master’s in the early nineties I took a basic computer course as I didn’t have a computer and wanted to learn. The course was full of people who already knew how to use a computer but had wasted their money on choosing an easy option when they could have learned something with a different selection.
I will speak to my students on Monday to find out why there is such a discrepancy in the time it takes them to do assignments.
It’s usually not wise to cherry pick but here is one cherry:
One Shirayuri 1 student said that she actually wanted less preparation time because she couldn’t concentrate in class and nobody was doing much in that lesson anyway. If there was less preparation time, they could do more useful activities.
That’s a good idea.
She wrote me a long letter afterwards about the purpose of education and highlighted some of the inconsistencies of the students’ complaints.
http://eflclub.com/rpubs/Digital_Presentation_Mon_1st.pdf
We live in a world of fake news and influencers. Was it just a handful of students who were orchestrating such a successful protest?
The fact that several students had made various complaints over a short period of time was in part because a colleague had been liasing with them and encouraging them to do so.
But it doesn’t follow that just because they were making such complaints that there was any truth to them. Five hours for homework, among other discrepancies? Why should I believe them? Is this an example of the illusory truth effect (the tendency to believe false information to be correct after repeated exposure)?
https://en.wikipedia.org/wiki/Illusory_truth_effect
In the end they won. Compared to my colleagues, my course was relatively demanding, so I gave in and reduced the number of assignments and extended deadlines so that the allegedly pressured students could complete their work in time.
Comment: There is a big difference. Which groups are different?