Student Feedback Survey

Emma Gagne
Holyoke High School - Dean Campus
(46 11th Graders, 16 9th Graders)
G6-12 Miniform Standard II

Data
Question Strongly Agree Agree Disagree Strongly Disagree Total

1 My teacher demonstrates that mistakes are a 30 29 3 0 62

part of learning. 48% 47% 5% 0% 100%

2 I can show my learning in many ways 16 41 5 0 62

(e.g., writing, graphs, pictures). 26% 66% 8% 0% 100%

3 The work in this class is challenging but not 17 36 6 3 62

too difficult for me. 27% 58% 10% 5% 100%

4 If I finish my work early in class, my teacher 26 24 7 5 62

has me do more challenging work. 42% 39% 11% 8% 100%

5 In this class, students work together to help 29 30 2 1 62

each other learn difficult content. 47% 48% 3% 2% 100%

6 My teacher encourages us to accept different 32 25 5 0 62

points of view when they are expressed in 52% 40% 8% 0% 100%
class.

7 In this class, students teach other classmates 19 36 6 1 62

a part or whole lesson. 30% 58% 10% 2% 100%

8 My teacher supports me even when my work 30 32 0 0 62

 is not my best. 48% 52% 0% 0% 100%

9 During a lesson, my teacher is quick to 36 20 6 0 62

change how he or she teaches if the class 58% 32% 10% 0% 100%
does not understand (e.g., switch from using
written explanations to using diagrams).

10 To help me understand, my teacher uses my 25 30 6 1 62

interests to explain difficult ideas to me. 40% 48% 10% 2% 100%

Additional Comments/Feedback From Students

Although it may not be possible, I wish sometimes they'd be more lenient about participation.

Miss G is the best gym teacher.

Miss Gagne is fun to be around.

She's supporting and a cool person.

You did awesome, Miss Gagne.

Keep her! Good teacher, no complaints.

You are amazing.

No feedback. Just wanted to say I have fun with Miss G and I think she passes all her tests with flying colors.

Miss Gagne is amazing.

Great attitude everyday. Always positive. Good example.

Question Analysis
1 95% of all students surveyed either agreed or strongly agreed that I demonstrate that mistakes are part of the learning
process. From Day 1, I have made it a priority to build strong connections with students and enforce positive
community norms. Early on, I focused on speaking with each student to get to know them, learning names, and
making time for the students to get to know me. Safe Learning Environment was the first Essential Element I honed in
on. I created a lesson to allow students to come up with their own class norms. I created a poster with the most
frequent and important responses. I have frequently referred to these as the year has progressed to address behavior
that is detracting from the positive environment of the class. Additionally, I have worked to implement a lot of
positive feedback. Even if a student is performing a skill incorrectly, I will begin my feedback statement with
something positive they are doing. For example, when students are playing a game too roughly, I would say, “I love
how excited and into the game we are, but we need to bring down the intensity level before anyone gets hurt.”

2 92% of students surveyed agreed or strongly agreed that they can show their learning in various ways in class. As part
of my professional practice goal, I implemented purposeful questioning. I wanted to stimulate the students’ critical
thinking and give students an opportunity to demonstrate their knowledge in a way other than physical movement. Not
all students are going to be able to demonstrate the full extent of their knowledge through movement. Giving
opportunities for students to give answers to questions both through speaking and writing has been very beneficial.
For some students, it would appear that they do not understand the game based on their physical performance. After
giving a written assessment, it was clear that they understood the rules of the game and how to play, but were still
struggling with the physical competencies. Overall, implementing many ways for students to demonstrate their
learning has allowed the playing field to be level for many students. Having these additional options for students to
express their learning ties into the Well-Structured Units and Lesson and Meeting Diverse Needs Essential Elements.

3 85% of students surveyed agreed or strongly agreed that the work they do in class is challenging, but not too
challenging. I have found this category to be difficult to achieve. Each class has its own ability levels and each student
within a class is also at varying levels. Trying to provide something challenging for the varsity athlete, while still
being aware that some students have never thrown a ball is a difficult task. However, I think I was able to cater to all
populations by using extensions. I tried to emphasize High Expectations for work, by providing students with
increasingly more challenging work. For each lesson, I had extensions prepared that were ready to go based on what I
observed. All of these extensions were implemented with the Challenge by Choice ideology. I would phrase it as, “If
you feel that this is too easy, try [extension].” The students who found the task easy could challenge themselves, while
 students who felt appropriately challenged could keep practicing how they were. Another way that I could work to
cater to all abilities could be having two different activities going on during gameplay. One side would be competitive
with traditional gameplay, while the other side would be non-competitive with skills and drills in a less intense setting.

4 81% of students surveyed agreed or strongly agreed that when they finish their work, there is more challenging work
available for them to work on. Students struggled with this question because it does not necessarily apply to our class.
Independent work is infrequent due to space and the content being taught typically involves teams. As stated above,
extensions are frequently offered to challenge students who are ready for it and have completed the baseline task. By
having these detailed extensions ready to go, I was implementing Well-Structured Units and Lessons. Additionally,
students who are unable to participate for any reason are given supplemental work. To Meet Diverse Needs, I would
use a packet that included a reading passage connected to our current unit, reading questions, a crossword, and a word
search. When substituted out of a game, students have the opportunity to scorekeep, referee, and even commentate to
remain engaged. Students always have something they could be doing.

5 95% of students surveyed agreed or strongly agreed that students work together to help each other learn difficult
content. Class is very collaborative. Every unit has had a collaborative component where students were working
together. During our Ultimate Games unit, self-refereeing was a key aspect since it is a major component of the sport.
Students were making appropriate calls and then explaining what the call was to students who were confused. Some
students who have back-to-back PE blocks and they have been extremely helpful. Since they have seen all of the
content before, they have helped their peers during their second class understand the rules, get to the right places, and
perform the activities correctly. One day, one of these students led the entire Set Induction. This was unprompted, but
he replicated everything I had said and done in the class before. All of the students were attentive to him. Sometimes
students listen to each other more than they listen to me and that’s okay because in the end, they are the ones
responsible for the content. If they can teach and help each other at certain times that’s fine with me and it seems that
they feel good about it too based on the data. The fact that students feel comfortable taking charge to help teach their
peers and are also willing to listen to their peers tells me that a sound Safe Learning Environment has been created.

6 92% of students surveyed agreed or strongly agreed that I encourage them to accept different points of view when they
are expressed in class. This tells me that students feel safe in class to be themselves and share their thoughts without
fear of ridicule and embarrassment. This has been something I have emphasized and prioritized since Day 1. No one
should feel uncomfortable in class. Additionally, no one should feel that they can be openly disrespectful or rude. Over
the course of the year, students who refused to participate due to fear of embarrassment, have begun fully
participating. They would not do this if they did not feel safe and free to express themselves. Students are also no
 longer afraid to answer questions for fear of being shamed for an incorrect answer. This is some of the strongest
evidence to support the Safe Learning Environment that has been established and maintained.

7 88% of students surveyed agree or strongly agree that students teach other classmates a part or whole lesson. Similar
to Question #5, students are frequently helping their peers understand parts of the lesson. Students who are more
proficient in the game are often observed helping less proficient students. Again, there was the student who took
charge of the Set Induction and did a phenomenal job. He hit all of the points I was going to hit and the students were
attentive to him the entire time. Furthermore, many students teach their classmates through their actions. Oftentimes,
students will stop what they are doing to watch a more skilled peer perform a skill. Based on the example set by their
peers, students receive additional instruction even if it is unintentional. This is the same for desired behavior. It is also
helpful when I applaud good performances to draw other students’ attention to it. Allowing these opportunities to
happen authentically plays into the Well-Structured Units and Lessons Essential Element because time is scheduled to
allow students to explore the skill and then practice it.

8 100% of students surveyed agreed or strongly agreed that I support them even when their work is not the best. This
was very encouraging to see. It is clear to me that the students feel appropriately supported and, but also understand
that I hold them to a high standard. I try to use a lot of positive feedback when addressing both the good and bad.
Using “feedback sandwiches” has been very beneficial for addressing incorrect elements of a skill. For example,
“Good job stepping forward when you throw. Now make sure you are following through across your body. Keep it
up!” This method addresses something the students need to change without making them feel that they did something
wrong. Students know that I have High Expectations for their work, but at the same time, the data tells me that they
know I will be there to help them when they don’t meet these expectations. Again, it is clear to see that students feel
safe in this learning environment to make mistakes.

9 90% of students surveyed agreed or strongly agreed that I am quick to change how I teach if the class does not
understand (e.g., switch from using written explanations to using diagrams). There have been a few instances where I
noticed that the form of instruction I used was not working for a given class. One that comes to mind was when I was
explaining a warm up game for the Team Handball unit. I thought the game was pretty simple. The main objective was
to throw a ball to knock down pins at the other end of the gym while keeping your pins up. Students were struggling to
wrap their heads around the game, so I drew up a diagram and walked them through it using the diagram. This proved
very beneficial and students were far more successful after receiving instruction supplemented with a diagram. There
are several different learning styles and I think it is important to accommodate as many as I can. Students often benefit
from 2 or more forms of instruction at once because it gives them a more holistic understanding of the game. These
 Adjustments to Practice enhance my ability to Meet Diverse Needs.

10 88% of students agreed or strongly agreed that I use their interests to explain difficult ideas and help them understand.
I definitely could have done a better job in this category. In relation to Well-Structured Units and Lessons, I have
consistently tried to connect new sports and games with ones that we have already done to allow them to draw on
previously learned content. This has helped them learn some of the more complex rules and characteristics of new
content. For example, when introducing Team Handball, I drew from Ultimate Frisbee when explaining that they can
only hold the ball for so long and can only take so many steps. I also drew from Soccer when explaining fouls and free
throws in Team Handball. I used my Subject Matter Knowledge to support and grow the students’ Subject Matter
Knowledge. This proved to be very beneficial for most. However, not everyone is interested in sports and therefore
able to make these connections. I plan on continuing to work towards achieving this in a way that reaches more
students. Incorporating pop culture, music, and other interests would be a way to reach a larger population of students.
 Overall Reflection

The students’ responses are incredibly reflective of the classroom practices that are in place. I am very content with the data
retrieved because I feel that the practices I have been implementing all semester are having a positive and strong impact on the
students. I have been able to stay consistent with all of my practices that positively impact student learning, which I think is a primary
attribute of mine. My ability to make connections between units to allow students to draw on previously learned concepts reflects my
strong Subject Matter Knowledge. The purposeful questioning, extensions, and opportunities for students to work collaboratively
implemented into every lesson show the Well-Structured Units and Lessons I develop. To Meet Diverse Needs, I use various forms of
instruction in each lesson and alternative assignments for students who cannot participate, among other strategies. My High
Expectations are reflected in the data that shows the students know I hold them to a high standard, but will support them even when
they don’t do their best work. The students also responded strongly when asked how well I make Adjustments to Practice when
activities or concepts are not being understood. Building and maintaining a Safe Learning Environment has been crucial. Expectations
and norms were developed and posted at the beginning of the year and relationship building and strengthening with the students has
occurred since Day 1. This was my most positively rated area across the board and I truly believe it is because I was consistent with it.
If a student is doing something that is jeopardizing a Safe Learning Environment, they will be called on it otherwise they will continue
to make the same mistake. This area is also something I think is key for any class to have and without it, no quality learning would
occur. My ability to engage in Reflective Practice can be seen in the journals I write, as well as the notes I make on my lesson plans
after teaching and the assessment results I review. Analyzing the data from the survey has proven to be great Reflective Practice as I
can truly see how my teaching is having an impact on students. I have analyzed past student assessments and used my observations to
determine the scope and consistency of my teaching, but this survey has given me new insight. The data gathered has opened my eyes
to what teaching methods and strategies the students personally enjoy/not enjoy and find helpful/unhelpful. This gives me a holistic
perspective of my teaching and not just a content-specific perspective. Students are some of the most observant and judgemental (in a
good way) people there are, so this information is extremely valuable to me. I will continue to do the things the students seem to find
beneficial and work on the areas that need improvement based on the student’s responses.