Part of my development as a teacher means the intentional gathering of student feedback to inform my practice. While we may not always reach consensus, we can move towards it by understanding each other (as fellow learners), and providing constructive feedback for growth – this is a two-way relationship.
A myriad of data points and assessment help us inform our practice – and ensuring every student experience success falls to us. This artifact demonstrates a survey used to capture student feedback that informs my practice.
The first intentional and targeted feedback session for myself was on November 30, 2016, using the above form – I got great feedback from my students that I had not even considered, and I am thinking about each and every comment and how I can challenge my practice to meet the requests so that every student is engaged in their learning. From this data, I recognize several areas for growth with my class:
- Helping students understand my role as a “Lead Learner” – and not always an expert,
- Supporting a classroom culture where asking questions is encouraged by both myself and by students in my classroom – i.e. not a lecture, but a conversation,
- Making sure I am confirming students understand a concept or idea before letting them continue their group or independent work.