In these times where university education has been at the feet of horses -And teachers-it is common to evaluate the university professor under the keys that these renowned professionals provide. In general, work experience in a particular educational institution or that the evaluator considered unsatisfactory turn, is usually classified as such under a set of stock phrases about pilgrims, who wish to discuss with you today. As is customary rule, the list of phrases is available in various sizes and colors, ready to choose that version that you do pupa. Therefore, here I will not be exhaustive or prescriptive, limiting myself to the most fashionable in my opinion.
a) "The teacher fails to interest with their explanations to students. I, I'm short and intelligence Cazurra mind, I thought that when a student comes to college, comes to her because he wants. He is interested in general studies career choices and with particular character-some more than others, the content in the subjects taught. At least, I was well. Ergo thought that interest students and since they brought, as they bring a head, two eyes and four limbs : standard, well. As the ABS cars. For we see not, and they lost that interest somewhere along the way. And a professor has the responsibility of engaging the student and, if it does, does not carry its academic work as intended. Educators do not clarify what to do when the student is left shirts, or as is increasingly the case, simply pass what is class and he says, and blends with the furniture that surrounds what is expected end soon.
b) "The teacher does not make them attractive to students of their subject content." That is, not enough to understand things, and who speak a variety of techniques and tools that will be very useful in their future professional practice. Now we must explain the contents that are attractive. The expert teachers let you go this sentence does not clarify how to make attractive a class of partial differential equations, quantum physics or canon law. And do not be so clear because I do not know! They have no idea. For two reasons: one, because they do not know differential equations, quantum physics or canonical, and therefore can not say how to make attractive contents that correspond to these matters. He concluded that a teacher is just a huge bag of platitudes and cliches. Scratch a little to see what's inside, and that explodes and just blown out. And two, do not clarify what it is impossible for differential equations, the canonical quantum or can be attractive. It is impossible! Because they are a Peñaza unbearable and boring, which does not take away to be useful necessary and each in his field, and therefore we must study them and know them. While bored. Although painful.
c) "The teacher has not respected the contract with the students." Input, and I remember, I have never negotiated a contract with my students who have signed me and them. Of course, now the University of contract gives value to the program more or less extended, of course. I've always thought that the program is not just a bureaucratic requirement that is to skip it, I will have serious problems with this in the future. Now you have to do a show hiperdetallado, timed to the minute, and delivered like a damn robot. If you leave it, has broken the contract, the coordinator grade will be informed, and you will have problems. Clear and leaves no bad off academic freedom in this, and why I can not speak of Thomas Kuhn and the concept of paradigm for a quarter of an hour. my kind of a technical career, if I think it's worth.
d) "The teacher does not have integrated ICT into their teaching." This is great and very topical. Today, if you dedicate yourself to the board, you're a dinosaur scholar whose teaching practice is becoming extinct, and it is reprehensible. Nothing tells you when you ask the teacher reasons for the integration of these ICTs. If you explain your subject is math type, and demonstrations have to be done and understand, rather than put them in a pogüerpoint to process color, say you have not understood the visual information processing in the brain of the student, this is multipolar and not linear, and that your way, no possible. Also tell you man, you also save the write and do not chalk stains, which is the only reason for all the goop you loose. If it comes to writing computer code, the same, do not understand that the student is better than running it on a computer and then edit it and try again, must be put on a slide with four fonts. If not, nothing. Before we return to what they know not what they talk about, and can not justify what you say. You will also be criticized if you do not use the virtual learning platform in your college, or you do not ascribe to a teaching innovation project on ICT in the classroom.
So, you see. The protocols developed educational reasons for our poor performance when evaluating us as teachers. They never come variables such as degree of effort the student's intellectual maturity or preparation prior to coming to college, because it is the opposite. The client, be, is always right. Ergo no liability is attributable to poor performance, which will always be teacher in the use and enjoyment of phrases like the above, wisely framed assessment protocols.
There are more phrases, but today I have more desire. Any day now, if you peta, do a chapter on the same. By the way, tomorrow I meet with the grade coordinadorcita. I will tell you.
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