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ESE Model Student feedback Survey Results

& Analysis
Rachel Ball
Liberty Elementary
1/27/18

Strongly Agree Agree Disagree Strongly Disagree Total


1. In this class, students help each other to learn. 28 20 2 0 50
2. My teacher makes me think first, before he or
she answers my question. 32 18 0 0 50
3. My teacher uses our mistakes as a chance for
us all to learn. 33 15 2 0 50
4. The activities (work) my teacher gives us really
makes me think hard. 28 17 5 0 50
5. I can do more challenging work when I am
waiting for other students to finish. 31 14 3 2 50
6. My teacher helps students make better choices
when they are misbehaving. 38 12 0 0 50
7. Our class stays on task and does not waste
time. 37 13 0 0 50
8. My teacher asks us to share what we have
learned in a lesson. 42 8 0 0 50
9. My teacher uses things that interest me to
explain hard ideas 34 14 2 0 50
10. In this class, other student take the time to
listen to my ideas. 35 12 3 0 50
PE Student Survey Date - 3rd-5th Grade
60

50

40
Strongly Disagree
30 Disagree
Agree
20
Strongly Agree

10

0
QuestionQuestionQuestionQuestionQuestionQuestionQuestionQuestionQuestionQuestion
1 2 3 4 5 6 7 8 9 10
Analysis of Student Feedback Surveys

ESE Model Student Feedback Survey

● 50 3rd- 5th grade students participated


● All of the students answered all questions.
● Some students just drew a line straight down the bubbles, inferring that they may
have not taken it seriously.

Here are some key points based on the survey:

○ Question #1 - 96% (48/50) of students either strongly agreed or agreed


that they help each other to learn in class. This means that I have a
safe/friendly-learning environment where students are able to help one
another. I strive to build positive relationships with my students and make
them feel like they can have fun and feel comfortable trying things that
may be out of their comfort zone.

○ Question #2 - 100% (50/50) of students either strongly agreed or agreed


that I as their teacher make them think, before answering questions. I
believe that the success with this question was due to the fact that I make
sure to check for understanding before starting any activity. When
students ask a question that I have already stated, I will often ask a
student in the class to answer the question, or say, “what do you think”.

○ Question #3 - 96% (48/50) of students either strongly agreed or agreed


that I effectively use students mistakes as a chance for all students to
learn from. This is something I like to use to reinforce skills or rules of a
game. For example, if I was to see a student hold a basketball and run
with it, I would stop the class and say “what is a traveling violation”, “what
does it look like”? This way I am not specifically putting a student on the
spot, but making the whole class aware of something.

○ Question #4 - 90% (45/50) of students strongly agreed or agreed that I


give students material that really makes them think hard. I agree that this
is something I could put more work into. Extensions are so important at
this age level, because some students may be at a very high skill level
while others are just trying something for the first time.

○ Question #5 - 90% (45/50) of students agreed or strongly agreed that they


can do more challenging work when they are waiting for other students to
finish. This is a section that I wish I focused more on when students are
doing partner work. When partners or small groups finish early instead of
allowing them to help me clean up, I could have another extension ready
to give them more of a challenge.

○ Question #6 - 100% (50/50) of students surveyed agreed or strongly


agreed that they are asked to teach or model to other classmates.
Because Liberty has many ELL students, I make sure to provide them with
various demonstrations throughout the lesson. I also try to pinpoint
different students in a lesson. I believe that pinpointing is extremely
important for elementary school students because it allows them to gain
an effective visual demonstration to reinforce skills.

○ Question #7 - 100% (50/50) of students either agreed or strongly agreed


that our class stays on task and does not waste time. I am very pleased
with this response. It is sometimes difficult to make sure that all students
are on task at all times because of the major level of proficiency difference
between some of these students. For example, if I am teaching a
Basketball unit I could have some 5th graders who have played on a team
for years, or a group of students who have never picked up a basketball.
However, this can all be managed by the use of have extensions ready in
my tool box as a teacher.

○ Question #8 - 100% (50/50) of students were able to agree or strongly


agree that I ask them to share what they have learned in a lesson. At
Liberty Elementary, we end each lesson sitting around the center circle
reflecting on what we learned. For each closure, I either give the class a
formal or informal assessment to see what they were able to take away
from the lesson.

○ Question #9 - 96% (48/50) of students either agreed or strongly agreed


that I use things that interest them to explain hard ideas. This is something
that I think is imperative for a good educator to do at the elementary level.
Coming from teaching at the high school level, I have learned to really
make my language more simplistic. It is beneficial to refer to things that
students are familiar or interested in when explaining these topics so they
can relate to them.

○ Question #10 - 94% (47/50) of students strongly agreed or agreed that


they feel students take the time to listen to their ideas. During the closure
of the lesson, I like doing a turn and talk closure. That is where students
talk to one another about a question I may ask, and then we will go around
the circle and hear from each pair. This allows me to make sure that I am
able to hear from each student and their thoughts and opinions.