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BFK, The Student Experience Survey A Critical

Response
Michael Curtin G00313894
In the last week of teaching prior to the Christmas tests, I carried out the
Battelle for Kids (BFK) student experience survey with my BFK class, first
year technical graphics. Reviewing the report, two areas of interest came
up. The first is the overcoming of classroom management issues I
experienced on teaching practice one, which were described as needing
immediate attention (Tutor 1, 2016, p. 2). Of the four themes surveyed:
hope, engagement, management, and belonging, classroom management
had an overwhelmingly positive reply with a student mean response of
4.47 from a possible 5. The question with the greatest mean response
across the entire survey with 92% of the class strongly agreeing to, was
this teacher expects all students to behave well (BFK, 2016, p. 8). This
was particularly pleasing as this time last year I received a disappointing
poor and good grade for classroom management, in my respective
tutor reports (Tutor 1, 2016, p. 1) (Tutor 2, 2016, p. 1).
The second is the reports growth opportunities summary where hope
was a recurring theme arising as an area to work on (BFK, 2016, p. 3).
With an overall mean response of 3.31, it is not an area of extreme
concern. However, within the theme certain questions have resulted in
poor mean responses, for example, I know I will get a good grade in this
class and this teacher makes me excited about the future both scored
under three. According to author Shane Lopez hopeful people believe
their future will be better than their present, and they have the power to
make it so (Lopez, 2013). In BFKs action response guide, they suggest
that for students to see their future as being better than their present,
they should chase their goals (BFK, 2017). BFK suggests this can be
done through the setting of short term achievable goals, which the
students log on a goals board or a written reflection which can be revisited
throughout the year (BFK, 2017).
In the coming week, I plan on introducing The Climb to Success based
around a poster of a staircase (Fig.1). Here, the students set their own end
goals, which are to be SMART, specific, measurable, attainable, relevant,
and timely (Elias, 2014) (BFK, 2016). As an example, a student could pick
a drawing from twenty pages ahead in their book, the Irish Insurance
Federation logo. The student must then determine each step or skill they
must gain to draw this logo within a certain timeframe: using the
protractor and sliding set squares correctly, learning about: triangles,
alternate angles, corresponding angles, etc. Each of these steps are their
short-term goals, which when achieved and graphically represented on
their poster, are intended to create hope for achieving their end goal,
hope for getting a good grade in the class, and above all, hope for the
future.

Fig.1 The Climb to Success Poster Sample (Curtin, 2017)

Bibliography
BFK, B. f. K., 2016. Creating and Using Clear Learning Targets. [Online]
Available at: https://apps.battelleforkids.org/BFK/Learn/CoursePlayer?
CourseModuleLearningItemId=1698a948-d996-4d0f-a66c-269cad005622
BFK, B. f. K., 2016. The Student Experience Survey - Classroom Summary Report,
Ohio: The Student Experience.
BFK, B. f. K., 2017. Action Response Guide for Teachers and Leaders. [Online]
Available at: file:///C:/Users/curti/Downloads/-studentexperience-documents-
TSEActionGuide2016.pdf
Curtin, M., 2017. The Climb to Success Poster - Sample. Galway: s.n.
Elias, M., 2014. SMART Goal Setting With Your Students. [Online]
Available at: https://www.edutopia.org/blog/smart-goal-setting-with-students-
maurice-elias
Lopez, S., 2013. Making Hope Happen: Create the Future You Want for Yourself
and Others. New York: Atria.
Tutor 1, 2016. TP Report Visit 1, Galway: GMIT.
Tutor 2, 2016. TP Report Visit 2, Galway: GMIT.