Notes

The format of the class is boring and not conducive to learning. Reading the textbook in class is not helpful to the students. Using class time for activities (like reading the textbook) that could be done outside of class is not an effective method of teaching. Students should read the textbook on their own time, and the professor should make an effort to explain the material and teach it during class time.

Treating students with respect is vital. Assuming the students, "Were not listening," because they do not understand an assignment or concept is not respectful. It is necessary, when explaining things, to do so in an organized manner. At one point, the class was criticized and lectured because everybody failed to follow the directions on a particular assignment. If the entire class failed to follow directions, perhaps it is the fault of the professor for not making them clear, and not the fault of the students.

The rubrics and handouts were extremely disorganized. It seemed that every class, we were handed a large omnibus packet of random papers. The packets had multiple examples and rubrics that contradicted each other and were generally confusing. A simple rubric and example would be extremely helpful. Instead, however, we were handed thick packets of long explanations for simple ideas. Less words would be lovely. We were told that the department requires that these specific packets be used. If so, that is a serious problem.

In the beginning, the classes were power point-based, which is quite respectable. However, after a few classes, we began to do almost nothing but read the textbook.
The tests that we were given were fine. I actually love that they are taken directly from the textbook's website. It gives the students the opportunity, whether they do it or not, to practice and expand their knowledge. However, the problem with the tests was that they were not copied well. It became clear to me that the professor was looking at the webpage and typing the questions as she read them. Copying and pasting (google "paste special") is the obvious move for creating a test in this way. The questions, as a result of her typos, became incoherent and confusing. This becomes especially problematic when considering the fact that when our essays are returned to us, they are covered in typo-corrections and frivolous grammar corrections. The professor drew arrows and rearranged grammatically correct sentences to her satisfaction. These sentences were already respectable in terms of grammar, spelling, and punctuation, but she felt the need to word them the way SHE would have done so. Corrections like that are unhelpful and belittling to the students. There is no need to add unnecessary corrections. She could easily save herself plenty of time by copying-and-pasting test questions, and not nitpicking our essays. Put in this extra work is unnecessary and to the detriment of the class.

When giving our informative and persuasive speeches, she made the students stand at the front of the class and criticized them. Because the informative speech is recorded, students have videos of them standing for minutes in front of the class, being ruthlessly criticized for small mistakes. She also failed to respond to the students' justifications for their actions, She criticized, students rightfully defended themselves, and she wouldn't budge. It would be a good idea to write criticism on paper (much in the way that I am now), so that the students could read it later and discuss it with her. Imagine if someone read this criticism to you in front of a group of your peers. That would feel horrible and be quite humiliating.
It may seem hypocritical of me to criticize you for criticizing students so harshly, however, I am not nitpicking. These complaints directly effect the quality of the course and could be rather easily fixed by NOT doing the things I have listed.