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The in-person interaction has been great and students have been much better about communicating with me. That being said, students are still not putting in the work that is necessary... on one recent exam, the average was a 46%, which is one of the lowest averages I've ever had. The test is one that I had given previously, but I removed one problem, so it was actually easier :(

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wild roller coaster of situations and emotions pouring out of our students

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wild roller coaster of situations and emotions pouring out of our students

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I would agree with "Mixed." I'm enjoying my classes and my students, but some of them are really struggling. 

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I would agree with "Mixed." I'm enjoying my classes and my students, but some of them are really struggling. 

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Been more available to students in  lots of ways (time, emotionally...)

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Been more available to students in  lots of ways (time, emotionally...)

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some of it is reevaluating boundaries -- which ones do i really need? and recognizing how much what's going on in a student's life affects their academics

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Great, with some good energy in the classroom, but busy and a bit chaotic at time.  

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Great, with some good energy in the classroom, but busy and a bit chaotic at time.  

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and its killing me, and not sure its working for students

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lots more make up encouragement and opportunities

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lots more make up encouragement and opportunities

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Using Padlet (haha I am such an evangelist for it right now). Also doing more surveys and getting feedback from them in general. Also, trying to think of each of them as individuals helps me be kind to them. 

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Using Padlet (haha I am such an evangelist for it right now). Also doing more surveys and getting feedback from them in general. Also, trying to think of each of them as individuals helps me be kind to them. 

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It started out smooth with communicative and focused students, then they seemed to "fall apart" all at once in week 8 and have not recovered.

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Pretty good, it's been so nice to develop connections with students.  I had some amazing feedback from students saying how comfortable they were in my classroom

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Pretty good, it's been so nice to develop connections with students.  I had some amazing feedback from students saying how comfortable they were in my classroom

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flexible attendance policies ==> low attendance

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flexible attendance policies ==> low attendance

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On the one hand, I'm being way more strict with some things - I am not allowing quiz make-ups after the deadline. BUT when students communicate with me, I am happy to be flexible with other deadlines. Holding them accountable but also meeting them half-way. 

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On the one hand, I'm being way more strict with some things - I am not allowing quiz make-ups after the deadline. BUT when students communicate with me, I am happy to be flexible with other deadlines. Holding them accountable but also meeting them half-way. 

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how to motivate students who have been doing poorly

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It is both exhausting and exhilarating.

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I can't find my glasses at the moment, so it's hard to read the padlet haha (this is a me problem, not something I need anyone else to try and fix). 

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I can't find my glasses at the moment, so it's hard to read the padlet haha (this is a me problem, not something I need anyone else to try and fix). 

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Attendance has been very low (both on Zoom and in person), and I’m not sure how to convince students to come to class. I received overwhelmingly positive feedback on the mid-semester survey - mosts students said they love the class and that the way I’m teaching it is working well for them. So why aren’t more of them coming to class? I’ve started doing a little incentive on the last day of the week (where I give them some clues about what will be on the next exam). Maybe it will just take some time for word about that to get out. It’s a bit disheartening, though. 

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Attendance has been very low (both on Zoom and in person), and I’m not sure how to convince students to come to class. I received overwhelmingly positive feedback on the mid-semester survey - mosts students said they love the class and that the way I’m teaching it is working well for them. So why aren’t more of them coming to class? I’ve started doing a little incentive on the last day of the week (where I give them some clues about what will be on the next exam). Maybe it will just take some time for word about that to get out. It’s a bit disheartening, though. 

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I added test corrections, pushed back some deadlines, and encourage student hours or making appointments with me. The students who are struggling are not making use of these opportunities. 

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I added test corrections, pushed back some deadlines, and encourage student hours or making appointments with me. The students who are struggling are not making use of these opportunities. 

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Trying to communicate with struggling students, who do not respond and express "they just need to pass the class" and don't care about their grade 

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Trying to communicate with struggling students, who do not respond and express "they just need to pass the class" and don't care about their grade 

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Here are the questions I ased on the midterm survey: 

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Here are the questions I ased on the midterm survey: 

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How are things going for you this semester, in general? Feel free to share anything you want about this class, or other classes, or whatever!

Are you satisfied with your performance in this class so far this semester? Do feel that your grade in Canvas reflects the amount of effort that you have put in?

What is working well for you this semester in this class?

Is there anything you would like me to do (or do differently) to help support your success this semester?

I would love to hear your thoughts specifically about the lab sessions.

Are you enjoying the labs?

Does your lab instructor promote a welcoming and safe atmosphere in the lab classroom?

Do the activities help you to better understand course material?

Is there any other feedback you would like to share with me about your experience in lab?

Puppies or kittens? (Or both? Or something else entirely)?

Anything else you'd like me to know right now?

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I didn't make that comment, but I think Padlet helps me be more available, as I am honest in my responses to their honesty in the padlet. (And yeah, sometimes it's light, and sometimes it's definitely not. But we get to work through things together). 

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I didn't make that comment, but I think Padlet helps me be more available, as I am honest in my responses to their honesty in the padlet. (And yeah, sometimes it's light, and sometimes it's definitely not. But we get to work through things together). 

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I don't, but always wondered if I should

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I don't, but always wondered if I should

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I do one. It helps a lot. In the style of Jeopardy.

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I do one. It helps a lot. In the style of Jeopardy.

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I did for the first exam, but after that let students know that they can use those same strategies to form study groups or study on their own. There is a study guide, though. 

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I did for the first exam, but after that let students know that they can use those same strategies to form study groups or study on their own. There is a study guide, though. 

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and release full exams from past semesters, and we practice in class, and i release videos

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I usually do these before the final and sometimes do them before major exams.... it often depends on how much time we have in the semester (are we behind or not)

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I usually do these before the final and sometimes do them before major exams.... it often depends on how much time we have in the semester (are we behind or not)

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I usually hold a review over zoom (class is in person) the evening before.  I always get very high attendance.

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I usually hold a review over zoom (class is in person) the evening before.  I always get very high attendance.

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I usually don't, but I post a ton of old exams/resources

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I usually don't, but I post a ton of old exams/resources

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I also give my lab TAs the study guide with answers, so they can do a 15 or 20 minute review in lab before the exam. 

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I also give my lab TAs the study guide with answers, so they can do a 15 or 20 minute review in lab before the exam. 

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My classes are split into 3 or 4 'units' - I do a review at the end of each - it is student directed - they ask me questions - it is great for us to review but also expand/go deeper if they want. I record all my lectures so those review are also recorded and posted. I saw a huge improvement from that. My averages on exams are 70-80% (upper division specialty courses) - it's NOT teaching to the test so don't jump to that ;)

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My classes are split into 3 or 4 'units' - I do a review at the end of each - it is student directed - they ask me questions - it is great for us to review but also expand/go deeper if they want. I record all my lectures so those review are also recorded and posted. I saw a huge improvement from that. My averages on exams are 70-80% (upper division specialty courses) - it's NOT teaching to the test so don't jump to that ;)

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I have provided a question based study guide (aka know how to answer these questions), a words & concepts list (all this vocabulary is on the exam, know how to interpret it), example questions via homework, example questions during lecture, I have read the entire exam out loud to the class, and I have provided no review - the range of scores is nearly the same regardless of what I do or do not do

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Part of the reason I'm not doing more in-class review is that it seems like a bit of a waste of time the way I want it to happen. I want them to read the study guide and come prepared with questions. But they don't. And I'm not going to prepare a review for them . . . that's what my lectures are for, right? 

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Part of the reason I'm not doing more in-class review is that it seems like a bit of a waste of time the way I want it to happen. I want them to read the study guide and come prepared with questions. But they don't. And I'm not going to prepare a review for them . . . that's what my lectures are for, right? 