I’m not the perfect teacher.
I get at least one thing wrong every day, often at least once a lesson and frequently more often than that. Having said that, I think I still do a decent job of teaching my students. They make the progress expected of them, behave well towards each other, develop their skills and confidence and by the end of the year they are a lot better than they were at the beginning of the year. But that’s just a snapshot, one that is easy to take in the summer term. It doesn’t reflect the hard work that has gone into ensuring that the students are staying on track and making the most of their opportunities. In this week’s post, I want to talk about how I’ve approached student feedback, to refine my teaching little by little over time: student feedback.
What my friend was getting wrong
I have a friend who teaches at another school (it’s honestly not me, although if it was then it would explain a lot!). He was asked at the end of his Induction year, to create a student evaluation questionnaire, in order that he could develop his teaching methods for the following September. He was doing well and was not under any significant pressure to change anything, so was free to design questions in any way he felt appropriate. However, he made a crucial mistake – he thought he was a great teacher and he thought the students shared his view of himself – so his questionnaire became more about confirming his own biases than about gathering new data.
- Why do I enjoy Mr. X’s lessons?
- What should other teachers do that Mr. X does?
- Does Mr. X always want me to try my best?
The results, predictably, were not very useful for two major reasons. Firstly, several of the questions did not allow students to say in detail what they really wanted to say. Secondly, several of the questions put words in the students’ mouths that they would not have used, had the question been asked in a more objective way. This did not create honest feedback, which was the entire point of the exercise.
Full of pride, my friend handed the results to his Mentor, who in a matter of moments dismissed the results. She told him to go back and do it again properly, but this time, he should create a set of questions that were less about confirming pre-conceived notions about himself and were more about looking for ways to improve his teaching.
Mr. X still figured he had nothing to lose, being the fantastic teacher that he believed he was, so he created a much more objective set of questions. They included fewer yes/no answers, giving more multiple choice ones instead. He also threw in some very open-ended questions, allowing the students to give whatever feedback they wanted. After all, he had nothing to fear!
The results were much more useful this time, but not for the reasons Mr. X expected. He thought that the students would again confirm his biases, but this time in their own words. They didn’t. Instead, they showered him with abuse! At least that’s how he felt. They used phrases like:
- He just stands at the front and tells us what to do then just expects us to know how to do it when we don’t get it.
- He does the same activities all the time.
- He tells us things that aren’t relevant for the exam.
- He only talks to the smart students or the naughty ones. I just get left out.
- We never do group work.
- He only does interesting lessons when other teachers are watching.
The Comeback King
To his credit, Mr. X didn’t dwell too long on the feedback, although he did allow it to ruin a perfectly good weekend. He showed his Mentor the results on Monday and this time she laughed. “Well, what were you expecting them to say? Did you think they were your friends? That they wouldn’t dare hurt your feelings? Or did you think that nobody else in the school was as good a teacher as you?”
What would you do in his position? Here’s some advice I gave him (admittedly I heard or read it somewhere – I can’t take full credit for it) and that I keep reminding myself of, whenever I receive feedback from students, whether I’ve asked for it or not!
1. Step back
It’s very easy to believe your own hype or to take criticism personally. When you are given feedback, imagine that it is not about you, but that it is about someone else and you are tasked with giving them advice on how to respond to the feedback. This is tough and in some cases it might even help to wait a day or two after receiving the feedback so that you can regain a good sense of perspective.
2. Choose your battles
Often its the little victories that help make the biggest difference. Chose two or three points to work on and set yourself a date in the near future to achieve them by. Short term is crucial – you need a quick victory at the start, or you could begin to start believing you “aren’t worthy” or that you can’t fix the problems that were so helpfully pointed out by your students. Once you’ve won some quick and easy battles, begin to choose some more challenging ones – but give yourself the right amount of time to address them. Again though, always give yourself as short a timescale as you can afford – do not dwell on the problem!
3. Check your solutions
Don’t we always tell our students to do this? We might be tempted not to here because it’s scary. But how will we know if we’ve addressed the problem correctly unless we test ourselves again? You can use the same questions again, or us a slightly modified set if that would encourage better quality or more useful answers. Just don’t fall into the trap of confirming biases again. Just because you addressed the problem, it doesn’t mean that it is fixed – you might have just highlighted a different problem!
4. Repeat stages 1-3
Feedback is an eternal process, not a conclusion. We should embrace that idea and keep looking for small, winnable battles so that over time we can refine our teaching. If we want our students to love learning and to not fear failure then we must walk that journey with them.
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