Student Surveys: A Free Speech Activity

Twice a semester I give my students an opportunity to provide feedback on how the class is going, and ways that I can improve.  There are many reasons to do this.

• First, students have a lot to say, and they want to be heard. Why not give them the opportunity to say how things are going?  Students want to be valued and feel like they contribute to the class. Allowing them the space to write about what's working, how the class can improve, and anything else shows them that you care about what they say.

• Second, what students have to say is actually worth listening to believe it or not. Their thoughts can provide great feedback. Unlike other teachers, parents, administrators, or your spouse, your students are the only ones in your classroom day in and day out. They get the full picture. They see it all.

• Third, one of our goals should be to transform our teaching and constantly improve in order to better meet the needs of our students. One way to do that is to respond positively to constructive feedback from our students. They are the ones we are here to serve and it's important that we do what we can to provide the best possible service for them.

What format should the survey be in? What questions do I want to ask students? When should I give it? How can I provide all students a fair opportunity to respond to questions? How can I encourage the students to be honest? How can I take advantage of this opportunity to have the kids self-reflect on their own performance as well as mine?

Of course, depending on the age and readiness levels of the students, the surveys ought to be adjusted to fit the students. For example, for 2nd graders, a survey in which students circle smile faces and frowns to respond, in addition to an open ended comments section may be appropriate. For advanced high schoolers, a completely open ended survey may be appropriate. For 6th graders, I use the survey below. It is one that I slightly adapted from my clinical instructor during my student teaching semester in a high school class. (He was a great clinical instructor and an amazing teacher-- a lot of the strategies I use are inspired by him).

I usually give my surveys once in October and again in January. For my spring semester students (Yes, I teach my students all of the standards in 80 minute periods for just one semester--we move fast!), I give the survey in March and then in late May. I usually give the survey to my students as a Do Now or starter activity right when they enter the room. I want to provide a significant amount of time for students to complete the task. For the students who take too long, I tell them they can bring it back another time.

You will see that there is a place for students to write their names at the bottom of the 2nd page. I don't want students to feel like they need to do this, so I make it optional. At the same time, I tell them that they won't hurt my feelings, I won't take their comments personally, and I encourage them to put their names with their opinions. Most do, some don't.

I also sneak in a few questions about the students themselves that require them to self-reflect on their own performance.

Here is my survey (again, borrowed and slightly adapted from my clinical instructor):
______________________________________________

Directions: write the class period and date in the space provided above. Listed below are several statements about this class. Circle your response to each statement in the center column. If you wish to add your own comments, please do so in the space after the item.  The more you write, the more helpful the feedback.

In this class, Mr. Piedra generally…	Circle One	Comments
1.     explains clearly the objectives and requirements of the course to students.	Yes Sometimes No
2.     helps me to meet the course objectives and requirements.	Yes Sometimes No
3.     clearly explains how I will be graded in this class.	Yes Sometimes No
4.     encourages and accepts different opinions and questions of students	Yes Sometimes No
5.     provides opportunities for help at times other than during class.	Yes Sometimes No
6.     encourages me to think for myself.	Yes Sometimes No
7.     provides assignments that are meaningful. Please note the most effective assignments.	Yes Sometimes No
8.     provides tests which cover material taught in the course.	Yes Sometimes No
9.     grades fairly.	Yes Sometimes No
10.  keeps me informed of my progress.	Yes Sometimes No
11.  sets high standards and expectations for everyone.	Yes Sometimes No
12.  uses class time effectively.	Yes Sometimes No

(page break)

In this class, Mr. Piedra generally…	Circle One
13.  manages a classroom that minimizes disruption.	Yes Sometimes No
14.  enforces disciplinary rules fairly and consistently.	Yes Sometimes No
15.  makes learning interesting and meaningful.	Yes Sometimes No
16.  uses a variety of resources when teaching class.	Yes Sometimes No
17.  presents material in a variety of ways.	Yes Sometimes No

In this class, I (the student) generally…	Circle One	Comments
18.  ask for help when I need it.	Yes Sometimes No
19.  feel safe—physically and emotionally—in the classroom.	Yes Sometimes No
20.  feel that I bring a unique and valuable perspective that is both heard and respected.	Yes Sometimes No
21.  understand why we do what we do.	Yes Sometimes No
22.  produce quality work on assignments.	Yes Sometimes No
23.  feel challenged by the content.	Yes Sometimes No

Additional comments:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name (optional) _______________________________________________________________________

___________________________________________

Students don't usually put comments next to each statement. However, I do feel it's important to give them that opportunity. Sometimes the students differ on their opinions and so the feedback isn't always useful. For example, every time I give this survey some students say they love RAFT homeworks, and others say they hate it (they're usually the ones who don't like any homework). I continue to assign them to everyone.  Even if you don't find an ounce of useful information from completed student surveys, the fact that you've given your students an opportunity to share their thoughts sends the message that they are a valued member of your classroom community.

I also provide a survey to my students' parents at the end of the semester...more on that another time...

Monopoly: A Multi-Unit Review Game

I love playing board games. So, whenever I can infuse them into my lesson plans, I do it! One of my favorites to play in school is the world's most popular board game...Monopoly.  In my class, we call it Historopoly (not to be confused with a surgical procedure with a similar name). It's a multi-unit review game, so it's perfect for preparing for term tests, midterms, or end of year state tests. I also know teachers who play Bio-poly--so don't believe the notion that it can't be done in other content areas!

SET UP

First, I arrange the room to look like this:

As you can see, I have played this to review 5 units. Each unit gets its only color. For example, Unit One Geography might be green. Each space would have its own unique name, such as 'Rocky Mountain Ski Lodge', 'Coastal Plain Beach House', and 'Appalachian Mountain Home.' The Unit 2 American Indians properties might be 'Lakota Teepee', 'Adobe Pueblo', and 'Kwakiutl Cedar Plank House.'  Renaming jail and free parking to something related to what students have learned is also a way to have kids make connections. For instance, my jail is  the "Lost Colony"; I can picture a jail in science class being "Black Hole".  And, my free parking is "Tea Party". 

Before playing, I prepare questions for each unit, a few minute to win it challenges for the special challenge spot, and chance cards for their respective locations.

Divide the students into 4 teams. Assign each of them a team color. (NOTE: This color is not related to the color of the unit spaces. To avoid confusion, you could assign each team an animal, shape, or something else related or unrelated to the content you teach). I use colors, because I give each team a set of index cards of their respective colors to designate properties they "own"...more on that in a minute...

Each team should have a:

• pawn--a student who moves around the room
• die roller--of course, we'd only want them rolling it on their turn!
• decision maker/team leader--speaks on behalf of the team when responding to questions
• treasurer--keeps the money and ensures they collect 2 history bucks when their pawn passes go!

Give each team 10 "history bucks" to start the game.

HOW TO PLAY

Teams will take turns rolling a die. Highest roll starts.

If a team lands on a unit space, they must correctly answer a question that corresponds to that unit. If they get it right, it becomes their "property" if they wish to pay for it.  I make units 1 and 2 be worth one history buck, units 3 and 4 worth two history bucks, and unit 5 spaces worth three history bucks. If the team doesn't choose to buy the property, it can be auctioned off to the other teams. This money goes to the bank.

If a team lands on a unit space that is "owned" by another team, they pay the owner the amount it is worth (1, 2, or 3 history bucks). If that property and both the others in that unit are owned by the same team (i.e. a monopoly), then the team that lands on that space must pay double (2, 4, or 6 history bucks). The team then must answer a question that corresponds to that unit. If they get it wrong, they must pay the owners an additional history buck (or two if they have a monopoly).

If a team lands on chance, they should draw a "Chance" card. My chance cards usually say things like "Paul Revere has warned that the British are coming! Advance to Lexington and Concord" or "Take a visit to the Continental Divide! Advance to the Rocky Mountain Ski Lodge" or "Your colony has failed. Your economic venture failed. Go directly to the Lost Colony. Do not pass Go and do not collect 2 history bucks."

JAIL or "Lost Colony": If a team lands on jail or gets sent there, they must roll a six or choose to pay 2 history bucks to get out. If they haven't rolled a six on the third turn in jail, they must pay 2 history bucks. This money goes to the "Free Parking" space.

SPECIALIZATION CHALLENGE: If a team lands on the specialization challenge, I have a minute to win it challenge for them to do. If they are unable to complete the mission, they must pay 1 history buck. This money goes to the "Free Parking" space.

FREE PARKING or "Tea Party": If someone lands on the "Free Parking" space, they get all the history bucks that are there. This space starts out with 2 history bucks, which are replenished when someone lands there.

Teams collect 2 history bucks when they pass go...If they remember ;)

WINNING THE GAME

At the end of the game, teams count up their history bucks and the value of their properties. The team with the most assets wins!

TIPS FOR SUCCESS

Have fun! Provide plenty of time to get into it. If your class period is less than an hour long, consider playing two days in a row. Just don't let it drag on this long.

Make sure every child in your class has a role to play and feels like they are contributing to the success of their team.

Have the questions ready to go, organized by unit.

If you're a math teacher struggling with names of places, just use your creative engine...Fraction Farms, Decimal Drive, Addition Avenue, etc.

Set up the room before class. I put colored, laminated construction paper with the space name written on it taped to the desk, hanging down in the interior of the "game board".


Give clear directions before you begin. 

Oh, and did I mention...Have fun!