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I completely underestimated how long it would take to edit and upload videos of my international students’ presentations and to watch them often enough to give appropriate and useful feedback. I’m guilty of atrocious time management. Promising written feedback you just can’t provide in the time they expect is a cardinal sin.

When asking students to do something in the future, I mustn’t encourage them to do a task that requires feedback and not leave enough time for that feedback in class. Any deferred written feedback can cause problems and has to be ancillary. I used to know this. But I am challenged by the quality standards I am setting myself.

In this case, I had great difficulty understanding the students’ presentations. Their accents are both my problem and theirs, and in fact I’m there to help them make their English more intelligible, and am challenged to become a better listener and teacher myself.

When we work on their written expression, I’ll need to factor in a first round of reading and feedback in class. I’ll also need to set aside a very clear window of time for the feedback, and not spend more time on each one than I have alotted. In my wish to do well by each individual student, I’ve neglected about a third. That musn’t happen again.

Now I’ve been chasing deadlines that keep me from providing it before December. This is a source of great embarassment, as I am deeply committed to teaching this group well, especially when we meet again in mid-December.