A Self-Reflective Tool for

Teachers
Creative Response
EDU 411
Laura Dieleman

Laura Dieleman p.2

Table of Contents
Introduction and Explanation

p. 3-5

Social/Emotional Development as a Teacher

p. 6

Teacher Skills/Attributes Self-Assessment

p. 7

The Teacher as a Christian Educator

p. 8

Teacher Mind Map/Goals

p. 9

Questionnaire for Students

p. 10

Student Self-Evaluation

p. 11

About My Classroom

p. 12

Resources

p. 13

Laura Dieleman p.3

Introduction to Creative Response

Theories and practices of classroom management, student assessment, and

special education have been explored throughout EDU 411 in relation to the professional
standards for teaching in Ontario. This education course has helped me reflect on the
foundations of effective classroom management, helping me understand my own
management foundations, and has also helped me learn the importance of creating
positive interpersonal relationships in the classroom. As a response to the course as a
whole, education students were given a quotation attributed to both Goethe and Ginott
on which to reflect upon. I believe that my interpretation of the quotation clearly aligns
with what I have learned thus far in the course. I chose to respond to the quotation by
creating a variety of self-assessment tools for educators as well as feedback
questionnaires to be completed by students.
Teachers truly are a decisive element within their classroom. Their mood and their
power to make life miserable and joyous will completely change a classrooms
environment. Teachers can be a tool of torture or an instrument of inspiration and they
have the choice to treat people as they are, or treat people as they ought to be. The
quotation ends with the statement: If we treat people as they ought to be, we help
them become what they are capable of becoming. Educators have a tendency to live
every day with a schedule they have to follow, curriculum that they must teach, and
must constantly make decisions. How do they have time to focus on the development of
healthy interpersonal relationships within the classroom? Does their mood really make a
difference? Does it matter how students feel within their classroom?

Laura Dieleman p.4

A positive classroom environment, which an educator has the power to create, will
completely change students motivation and ability to learn. When teachers care,
students will develop their God-given gifts to the fullest potential. According to the
Ministry of Education as well as Principles of Classroom Management, a positive
classroom environment changes everything. Adding teacher and student self-assessment
and reflection can change a classroom from the inside out. I learned in my placement
the importance of teacher self-reflection and that if a teacher cannot properly control a
classroom or create a positive classroom environment, learning will not take place.
Therefore, I believe that through the addition of regular teacher self-reflection to ones
schedule, as well as regular student feedback/questionnaires, it is more likely that a
positive, flourishing classroom environment will unfold. This quotation speaks to
teachers taking ownership of their moods, words, actions, and commitment to student
learning and flourishing.
I began by creating four teacher surveys/self-reflective tools: first, a
social/emotional development reflection, second, a teacher skills/attributes checklist,
third, a question sheet for a Christian educator to reflect upon, and fourth, a teacher
mind map/goals worksheet. I wanted to include a variety of self-reflective tools for
teachers that all responded to the quotation in a different way. Next, I decided to create
three student self-assessment worksheets/questionnaires for students to respond upon
what they like/dislike about the particular classroom they are in. It is my hope that the
questions listed will help students reflect upon their own work habits but also lead to
reflection upon their classroom relationships, environment, safety, etc. All the questions
chosen were in response to my own belief of what a strong, positive classroom
environment should look like. Classroom management and assessment are all

Laura Dieleman p.5

intertwined within a classroom environment and teachers need to regularly consider how
they are fostering that classroom environment through those different elements. It is my
hope that these reflective tools for teachers will be of use to others (as well as myself) in
the future.

Laura Dieleman p.6

Social/Emotional Development as a Teacher

Self-Created
Goals

Attempting/
Beginning

Strong Effort

Are my choices
moving
towards my
classroom
goals?
Does my
behaviour as a
teacher mirror
what I hope to
accomplish?

Are my words
and
conversations
helpful to my
students and
my classroom
goals?
Have I
developed a
plan in my
head for what
to do when I
get frustrated?
Have I selfassessed how I
move towards
or away from
my goals?

Comments/Areas for Improvement:

Meeting SelfExpectations

Exceeding
SelfExpectations

Laura Dieleman p.7

Teacher Skills & Attributes Self-Assessment

Oral & Written Communication
Do I provide my students with various opportunities to speak and write using their
own unique voices?
Do I promote energy and excitement in students oral and written communication?
Do I encourage students to communicate orally, even if they are not comfortable
in doing so?
Critical Thinking with Inquiry-Based Learning
Do I promote the creation of larger, big-idea questions and thinking by students?
Do I reinforce the practice of doing things that havent been done before, where
both my students and I have to rethink or think anew?
Do my assignments and lessons regularly incorporate inquiry-based learning?
Collaboration and Further Learning
Do I make an effort to collaborate with other educators and incorporate new
concepts into my teaching?
Do I also encourage my students to work together and share information and
thoughts?
Am I making attempting to further my learning by reading and expanding my
knowledge?
Curiosity and Imagination
Is curiosity and inquisitiveness regularly encouraged in my classroom?
Are my students often encouraged to add their own perspective to their learning
experiences?
Am I able to be flexible in my lessons? Do I ever expand a part of my lesson as a
result of students curiosity and interests?
Self-Regulation
Do I model and assist my students in developing and understanding their own
metacognitive processes?
Do I help my students develop their own ability to self-motivate and become
disciplined in various areas of their lives (becoming organized, completing school
work, etc.)
Do I assist students in reflecting and self-evaluating their learning experiences?
Students as Gods Children
Do I talk about the future with my students and encourage them to be open to
where God leads them?
Am I open to helping my students develop and discover their gifts and talents
which God has blessed them with?
Do I clearly display a Christian perspective in all areas of my teaching?

Laura Dieleman p.8

The Teacher as a Christian Educator

Expand & reflect on each question:
1. Am I regularly integrating my Christian perspective into all subjects and areas of
curriculum? Am I showing students that Christ should be part of all areas of life?

2. Am I regularly displaying my love for students as Gods children? Do I genuinely want

to help them develop their gifts and talents, given to them by God, to their full
potential?

3. Do I display my love for Christ in the way I relate and speak to other colleagues and
parents? Do I regularly participate in staff devotions, meetings, and professional
development days?

4. Do I make time in my own life to spend personal time with God? Do I try to discover
possible areas of growth and improvement in my life?

Laura Dieleman p.9

Teacher Mind Map/Goals:

Expand and brainstorm below a list of ideas or changes you can incorporate within your
classroom. How can you make students become more comfortable and feel respected
within your classroom as a Christ-focused community?

Laura Dieleman p.10

Questionnaire for Students

Check off the boxes which apply:
I feel very included in my class. My class appreciates me for who I am.
I rarely feel embarrassed or scared in class. I feel like my teacher and my class
respects my opinions and views.
I know I can talk to my teacher or principal privately if there is a problem that I need
to tell someone.
My teacher helps me when I need help. If I dont understand something I can tell
(s)he wants to help me.
I feel like I am learning more about my faith in class and am reminded a lot that God
loves me.
I can tell that other students in my class, including myself, try to forgive each other
when they are hurt.
I feel like my teacher encourages me to work at something I am talented at (e.g.
drawing)
My class generally listens to my teacher when (s)he is talking and I know the general
routine of grade ____.
These are my favourite parts of grade ____:

I wish this was different about grade ____:

Laura Dieleman p.11

Student Self-Evaluation (Grades 2-4)

Following Directions
1. When my teacher gives directions I follow them _______.
______ right away
_______ with most of the class
_______ slowly I probably should work on this
2. When I am not sure what to do, the first thing I try is
_______.
_______ see what others are doing and do that
_______ ask a friend for help
_______ ask the teacher for help
Doing my Work
3. I finish my work
_______ very quickly
_______ kind of quickly
_______ slowly
4. I do my work
_______ carefully & neatly
_______ kind of carefully & neatly
_______ not very carefully & it is kind of messy
My Actions
5. I am a _______ friend to my friends
_______ positive and good
_______ alright (sometimes I get frustrated)
_______ not so great
6. When I am not friends with someone in my class I ______
_______ still try to include them and be friendly
_______ sometimes let them play with me
_______ ignore them

What should I continue to try to work on?

Laura Dieleman p.12

My name is

Here are two words to

describe who I am:

___________________

______________________
______________________

About My Classroom
My Class:
Grade ____

Heres what I love about my class:

___________________________
_
___________________________
_
___________________________
_
___________________________
_
___________________________
_
___________________________

This is what I wish was different

about my class:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

Laura Dieleman p.13

Resources
Levin, J., Nolan, J.F., Kerr, J.W., Elliott, A.E., Bajovic, M. (2016). Principles of classroom
management: A professional decision making model (4 th Canadian Ed.).
Pearson
Education Inc.: New Jersey.
Ontario Ministry of Education (2010). Growing success: Assessment, evaluation and
reporting in Ontario schools: First edition covering grades 1 to 12. Queens Printer
for Ontario: Toronto.
http://www.edu.gov.on.ca/policyfunding/growSuccess.pdf.
Ross, J. (2005). Teacher self-assessment: A mechanism for facilitating personal growth.
Ontario Institute for Studies in Education, University of Toronto. Retrieved
February 6, 2016 from http://legacy.oise.utoronto.ca/research/fieldcentres/ross/Ross-Bruce%20AERA%2005.pdf.
Ryerson University (2016). Self-Evaluation of Teaching. Ryerson University Learning &
Teaching Office. Retrieved February 4, 2016 from
http://www.ryerson.ca/lt/resources/prof_dev/self_evaluation.html.
Teeuwsen, P. (2013). Restoring peer and self-assessment. Christian Educators Journal,
53(2), pp. 9-12. http://www.cejonline.com/article/restoring-peer-and-selfassessment/.