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4* INNOVATION ABSTRACTS

PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD), COLLEGE OF EDUCATION,

THE UNIVERSITY OF TEXAS AT AUSTIN « WITH SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND THE SID W. RICHARDSON et U6

 

Dear Aggie: Letters to a Teacher

 

 

 

 

Each of my students begins the semester with a “letter to Next semester I plan to make an addition to the usual let-
the teacher” assignment, and I begin each semester by reading ter-writing assignment: I shall write the students a letter and
the students’ letters. require them to read it prior to writing their letter to me.

Write a letter to me, Aggie, your instructor, I. Read the following letter (also the Grad-
telling me who you are. Tell me of your ing and Cheating Policy statement).
strengths, weaknesses, fears, and goals. Dis-
cuss your worlds and how your roles in these Dear Student,
worlds might affect your performance in this Teaching mathematics to people is my vocation.

| class. Speak of your mathematics back- Both mathematics and my students are important to

| ground. Discuss how mathematics might me. I work hard at teaching and expect my students

play arole in your future. to work hard at learning. |ama parent, a full-time

| Tell me what I can do to help you achieve teacher, a landlord, an author, a publisher, and an

| your goals for this class. educational consultant.

Include a statement indicating that you My office phone number is (# inserted) and
have read and understood the Grading and home number is (# inserted). (Please use these
Cheating Policy. numbers if you wish to reach me or if you are stuck

ae on the homework.)
It is your responsibility to learn the material.

Before employing this letter-writing strategy to begin each It is my responsibility to make the learning pro-
class, I got to know my students more gradually via a seating cess as productive as possible. If you miss a
chart; in-class discussions and questions; and tests, quizzes, class, check the course outline to determine what
and “questionbook” responses (responses are to questions work you must do, read the material in the text,
that focus on major points in course content and topics or do the homewor, k, and phone if you need help.
ideas with which students often have problems). Sometimes __ Tests are like job interviews scheduled months
after a hard test, I've asked: How'd you do? What do you in advance: Treat them as such. Don't miss a
feel good about? What was your weakest area? What made test. If you must miss a test, be sure I know
the good area good and the weaker area weaker: what made about it as soon as you do. ;
the difference? What was the hardest part about taking the Being a student is not an easy job. It is work.
test? What could have made your grade better? Plan time to attend class, as well as time to work

Sometimes I have used the words of others to inspire stu- on the material outside of class. If I can be of
dent responses. The following assignment is an example. ae call me or see me in my office or just after

class.
Have a good semester.

Write a short position paper or essay about

the message one of these quotes has for you: II. Now, write a letter to me, Aggie,

ae et : our instructor...
Genius is one percent inspiration and ninety-nine y

 

 

 

 

 

percent perspiration.
—Thomas Alva Edi
ee Meeting students through their initial letters and maintain-
All things are difficult before they are easy. ing a one-to-one relationship through additional letters and
—John Norley personal contact really does work! Getting to know the stu-
ae dents through letter-writing increases the speed with which

 

 

Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712

 

(OF THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)