This semester I decided to compile as much data as possible from my students and co-teachers regarding my performance and effectiveness over the past four months. The results have been invaluable as a tool for my own professional development, but I also believe that, despite the variation in contexts, they can provide some useful tips and insight for other educators too. Here are my reflections on the feedback I received and the lessons I’ve learnt.
I’ve embedded the full document with my students and co-teachers feedback at the bottom of the blog.
The feedback from both my students and co-teachers has been unexpectedly positive, my co-teachers have enjoyed being a part of the lessons and my students seem to have really appreciated the structure of the lessons and my passion for their education. I’ve been overwhelmed by how constructive (both critically and favourably) and honest their feedback has been, it has provided me with an invaluable opportunity to improve as a teacher.
I’m going to split my reflections into three sections: firstly, I’ll look at things I need to keep doing (that I have started doing and have worked well), secondly, I’m going to consider things I need to start doing and finally, things I need to stop doing!
Things I Need to Keep Doing (I’m going to concentrate here on things I don’t feel I did so well in previous semesters.)
i) Use of Short Films
The student response to the use of short films in class (usually between 1 minute and 10 minutes in length) indicates that students are really enjoying them, that they are seeing the benefit of them and that they have been extremely important a motivating and holding the concentration of my students. I think there are a number of reasons for this:
1) Teenagers now live in a much more visually stimulating world. Everything is on computers or T.V’s, and this is what the students are used to.
2) Some of my classes are very mixed ability. Short films allow my low level students to understand the general gist of what is happening, the information they get visually can help them understand and contextualize the language that is being taught. For my highest level students videos often come with very natural pronunciation and expressions, this presents a great opportunity for them to hear language how it is naturally used and challenges them to pick out language and expressions they wouldn’t find in a text book.
3) Videos allow students to absorb culture as well as language. I find my students genuinely interested in other cultures around the world and video present a great way for them to explore that.
ii) Praising the Students and Displaying Their Work
It has really become apparent to me this year just how important praise is to the students. My girl classes visually show how much they want positive feedback and so it is easy to find opportunities to provide them with positive feedback and praise. At this age boys can’t really be seen to desire positive feedback from the teacher, I think this is especially apparent if the teacher is male. This means it is harder to find opportunities to provide them with positive praise and feedback. From the student feedback it seems I have done this successfully with my first grade boy classes, but not my second grade boy classes. The classes are much larger and the boys are naturally much louder and more boisterous, so it is harder to find opportunities. Next semester I really need to actively find opportunities to provide them with positive feedback.
We’ve done two activities this semester purposely designed to give the students opportunities to make some really great work that can be displayed all over the class. The feedback shows the students have both acknowledged and appreciated this. Other than this feedback I have noticed the students really taking a keen interest in other classes’ work that is displayed around the room. It seems to have created a kind of competition between the classes.
iii) Having Clear Rules
Although I have the same rules this semester as last semester, I am working at a different school that provides more levels of support when enforcing rules. This semester has shown just how important the support of the institution is in enforcing rules. As an example, last year if a student walked into class 5 minutes late eating cake nothing was done about it, although I disciplined them, the institution itself took no interest in this. This semester there are clear consequences, both from myself and the institution, regarding the consequences of a student’s actions. It has become very clear how important having your institution on your side regarding discipline is.
iv) Catering to Multiple Intelligences & Learning Styles
Something that has been made absolutely clear in the feedback from the students is the variety of learning styles and preferences the students have. The students indicated that they recognized the use of many different forms of activities, but when asked what they would like more/less of next semester and what they enjoyed/didn’t enjoy, other than wanting more short films, there was a huge variation. For me, this clearly shows the importance of providing students with a range of activities and stimuli in order to keep all students motivated and interested in class.
Things I Need to Start Doing
i) Giving Students More Time to Complete Activities
Although the students rated me favorably for this it was still one of my lowest scores, and I have to say that on reflection I absolutely agree with them. For the majority of the semester I was at conflict with my institution. They wanted me to teach key expressions every class, I wanted to teach skills. This meant I was trying to fit both into a 50 minute period and the classes felt a bit too rushed. I’ve now reached a compromise with my school; we are going to have spread topics over two classes, meaning half the compulsory amount of expressions and more time for skills. This will hopefully result in the classes being less rushed. It’s amazing just how observant and sensitive the students are to issues such as this.
ii) A Better Introductory Lesson
I started at a new school this semester and my directives were to start teaching my syllabus from the very first class. They asked me to only take up 10 minutes for introductions etc. and I used this time for making the rules of the classroom clear and introducing myself. I think this was a mistake and something I should have strongly objected to. The students have shown in their feedback that they weren’t sure exactly what they were supposed to achieve from the course, something that should have been made clear to them in the introductory lesson. Although almost all the classes adapted well I think this could be partially responsible for the behavioral problems one class faced at the beginning of the semester. Quite simply they weren’t sure why they were there. This is a mistake I won’t be making again.
iii) Explaining the Reason behind Activities
On reflection something I hardly did this semester is tell students why we were doing the activities we were doing, what skills were we practicing, what could they achieve from the activity, how is it useful for them in real life etc. This is shown in the relatively low score for ‘providing students with opportunities to practice creative thinking, divergent thinking and critical thinking’. Although I strongly believe these skills were practiced in almost every class I didn’t make the students aware of this. This is definitely something for me to bear in mind next semester.
Things I Need to Stop Doing
i) Compulsory Homework
Feedback from the students is quite clearly against homework, and on reflection I think they might be right!
Why am I giving them homework? The honest answer is ‘I’m not sure.’ Maybe because it’s what my teacher did when I was at school, maybe because I want them to see my class is serious, maybe it just felt right.
What did I achieve from it? Probably not much, the students who wanted to do it did it, and I hope gained from it (it was usually to interview someone, in English, on the topic we had done in class), but by forcing students to do it who didn’t want to meant that all they were probably doing was either copying their friends answers or making it up. Next semester I will make students aware of the reasons for doing the homework, but make it optional. This will also mean I have fewer to grade and so can do a more thorough job.
ii) Presuming I Can Motivate 2nd Grade Boys with Stamp Sheets!
The 2nd grade boys have made it very clear to me this semester they really don’t care about stamp sheets (a technique that works very well with my other classes). So, I’m going to have to think of something new, something sports related. At this point I’m not sure what, but I have a month to figure it out! For me this was a really clear reminder that we teach students, not lessons, and all students have different needs we must adapt to.
i) This is the first time I have performed such an extensive self evaluation and the amount I have learnt from it has been invaluable. I wasn’t required to do it by my school or regional office, and it took a lot of time to put together all the data, but I highly recommend doing it. The main reasons I have never done this before is firstly, because I’ve never been required to do it, and secondly, because I was nervous that the feedback might be negative. However, I really encourage teachers to do this once or twice a year as you will be surprised how much you will learn, both about what your co-workers and students appreciate in your work, and what you can improve. In terms of professional development, it seems essential.
ii) The low score for the ‘level of the exam was appropriate’ is something I haven’t mentioned as it is not something I had much (or any) control over. The results of that question have been fed back to the institution I work and it is something that we are going to work closer together on next semester to rectify.
If you took the time to read this I really hope it was useful for you. I would love to hear any comments regarding these reflections, especially if you’ve got any tips for motivation 40+ 17 year old boys 😉
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