Student Survey: Grades 6-12: Mini-Form Standard II

Jasmine Powell
Administered to 50, 12th graders on October 12th, 2018

Student Survey Results

45 41 40
40 37 38 38
34 33 33 33
35 32
30
30
25
19
# of Students

20 16 17 17 17
15
15 12 12
9 10
10
5 1 2 1
0
1 2 3 4 5 6 7 8 9 10 11
t on t on t on t on t on t on t on t on t on o n o n
es es es es es es es es es es
t
es
t
Qu Qu Qu Qu Qu Qu Qu Qu Qu Qu Qu

Queston Number

Strongl y Agree Agree Di s agree

Questions Strongly Agree Agree Disagree Strongly Disagree

Students know 37
teachers name
My teacher 38 12
demonstrates that
mistakes are a
part of learning.
My teacher 38 12
encourages
students to
challenge each
other’s thinking in
this class.
The level of my 34 16
work in this class
goes beyond what
I thought I was
able to do.
If I finish my work 30 19 1
early in class, my
teacher has me
do more
challenging work.
In this class, 41 9
students work
together to help
each other learn
difficult content.
My teacher helps 40 10
us identfy our
strengths and
shows us how to
use them to help
us learn.
In this class, 33 17
students are
asked to teach (or
model) to other
classmates a part
or whole lesson.
Our class stays on 33 17
task and does not
waste tme.
My teacher 33 15 2
believes that hard
work, not ability
will ensure my
success.
In this class, I can 32 17 1
decide how to
show my
knowledge (e.g.,
write a paper,
prepare a
presentaton,
make a video).

Findings:
Question 1: 74% of my students knew my name. This means I have formed a good rapport but
not a great one. I need to find ways such as verbal or written expression to showcase my name
to the students once again. The only tme I have stated my name was during the introducton
days and the first lesson I presented to each group. Having all students know my name will
provide better relatonships and respect in the classroom. Students will also feel more
comfortable which in turn leads to a safer learning environment.
Question 2: 100% of my students agreed that “my teacher demonstrates that mistakes are a
part of learning.” In my classroom I know not everyone is at the same ability that is why I
provide extensions up and down. When giving feedback on mistakes I will state “good try next
tme to fix the problem do this.” A verbal or visual demonstraton is given for further
understanding and students correct their mistakes based off feedback given. I also partcipate in
some of the actvites, so students get to see that I am not great at everything either and
everyone makes mistakes but can fix them.
Question 3: 100% of students agreed that “my teacher encourages students to challenge each
other’s thinking in this class.” With a lot of team actvites being presented students have
realized that when they win against another team it means that their strategy worked better
than the other. That losing team at the tme then goes out and will rebuttal a new strategy to
challenge their classmates again. Partner work is also included, and challenges are presented
such as relay races or offense vs defense games to create competton in the classroom. This in
turn increases problem solving and decision making.
Question 4: 100% of the students agreed that “the level of my work in this class goes beyond
what I thought I was able to do.” For all my units I have tried to introduce new games that have
never been introduced to the students before such as Bocce or Horseshoes. This in its own is a
challenge because there is no familiarity. Also, when a student completes a task I try to
challenge them even further. For example, during the soccer unit some girls got good at
dribbling during eighth period, so I had them try and pull the ball back with their right foot and
flick it behind their left leg than contnue dribbling. Instead of them waitng for the next actvity
and for their classmates to catch up they were able to go out on their own doing their own
thing. This is adjustng to practce and meetng diverse needs.
Question 5: 98% of students agreed and 2% disagreed that “if I finish my work early in class, my
teacher has me do more challenging work.” Extensions up are always being provided and new
challenges into games are always being implemented to keep students on task. However, with
some of the class sizes, when students are broken up into smaller groups it is hard for me to see
where everyone is at and if they are ready to move on. Some students also feel they are ready
to move on or want to move on when they are not ready yet. For future lessons I must have
better with-it-ness to account for the 2% of students that disagreed so everyone feels
challenged and can have a change for further achievement.
Question 6: 100% of students agreed that “in this class, students work together to help each
other learn difficult content.” Student are always being placed into different sized groups from
individual work to partner work to group work. Teams are separated different each tme
whether it’s by countng students off or choosing team leaders. Students are usually never
working alone for peer interacton and feedback. Students can learn the most by seeing
someone of similar caliber perform a task.
Question 7: 100% of students agreed that “my teacher helps us identfy our strengths and
shows us how to use them to help us learn.” By giving positve, specific feedback students can
verbally interpret what they are seemingly good at. Students will also get pulled aside and will
be given advice on how to use their abilites to further success. An example of this was during
speedball. One of the students was better at using their feet than their hands so the teacher
advised the student to drop the ball on the ground themselves to make it, so he could use his
feet. He ended up scoring four goals leading his team to victory. Also, during mini-closures I use
pinpointng to identfy the students that did something extraordinary or different that worked
during the actvity they were partcipatng in.
Question 8: 100% of students agreed that “in this class, students are asked to teach (or model)
to other classmates a part or whole lesson.” During lesson demonstraton students will help me
visually demonstrate the actvity. If students come in late the group that I put them in will be
told to present them with the instructon and help them succeed in the actvites. If a student
knows a skill well I will have them demonstrate the skill cues to the class for a clearer
understanding on the correct way to perform the skill. An example of this is during flag football.
One of the students was on the football team so I asked him to demonstrate what rushing the
quarter back looked like because I did not really know.
Question 9: 100% of students agreed that “our class stays on task and does not waste tme.”
When writng my lesson plans I make sure there are more actvites on it then what we can
really get to just in case if students fly threw some actvites or need something more
challenging once they’ve completed an actvity. At the beginning of my practcum I set high
expectatons so that every student knows to stay on task and create appropriate behavior. I
desist situatons right away and give an explanaton as to why the behavior is inappropriate, so
it is not partcipated in again.
Question 10: 96% of students agreed and 4% of students disagreed that “my teacher believes
that hard work, not ability will ensure my success.” I tell my students all the tme that it does
not matter how good they are at a skill or game, all that matter is how much effort they are
putting in. However, sometmes during game play I make comments on the number of mistakes
and bad decisions which could lead students to think they must have the ability to be good.
Students also might perceive PE class as an ability type of grading system no matter what we say
so they may have perceived this queston from that view point.
Question11: 98% agreed and 2% disagreed that “In this class, I can decide how to show my
knowledge (e.g., write a paper, prepare a presentaton, make a video).” I told most students to
look at this queston from the viewpoint of if we had assignments would I allow them to decide
how to show their knowledge. I did not express this to all my students, so some students could
have disagreed because I either give them the exit slips that I make so they need to fill the work
out in my format or they disagreed because we do not have assignments to make an opinion off
of.
Overall Findings: I have presented a lot of positve efforts in the classroom through my teaching
in relatons to the questons on the survey. I need to improve the way I deliver how success is
found in the classroom as well as giving out more challenges and motvatonal objectves. By
doing this, the results will change to show everyone is succeeding in the classroom. I have met
diverse needs, set high expectatons, made well-structured lesson, and used reflectve practce.
To meet all six elements, I must improve my teaching for an optmal safe learning environment
and adjustment to practce.