STUDENT SURVEY

SUMMARY/ANALYSIS
Note: This assignment is to be submitted to your EDIS 5882 seminar instructor.
Use this page as a guide for the report.

Teaching Intern Michaela Wolf

Name:

How many
How many Percentages of
surveys did you 11 75.45
completed surveys 83 completed surveys
distribute 0 %
were returned? (Divide #2/#1 for percentage)
overall?
How many How many Percentages of
surveys did you 20 completed surveys 16 completed surveys 80 %
distribute in 2B? were returned? (Divide #2/#1 for percentage)

Student Satisfaction Analysis Date Given: 10/31 & 11/1; 2B completed

survey on 11/1 __

1. Demographics: Describe your survey population by listing specific

demographics. Demographics should include race, gender, English
Language Learners, and Special Education students (IEPs and 504s). List
specific disabilities.
2. Influencing Factors: List factors that might have influenced the results
gathered on the surveys (e.g., recent disciplinary actions, end of a long
testing day, or confusion over a question).
3. Analysis: Analyze your survey responses and answer the following
questions. Please highlight the strengths and weaknesses pertinent to each
question.
a. How do students perceive your knowledge of the subject matter?
Explain your answers based on data from your survey.
b. How do students perceive your pedagogical knowledge? Explain
your answer based on data from your survey.
c. Do students perceive you as a caring and effective teacher? Explain
your answer based on the responses received from the survey.
d. Based on the student responses, what areas do you need to
improve? Give examples.
e. What steps will you take to improve your performance? Please give
examples of evidence based practices you will use to improve
planning, instruction, classroom environment, student-teacher
interactions, etc.
For the purposes of this write-up, I am only looking at the data received from my
2B period of Advanced Academic ninth grader students. I am choosing to analyze
this class results for two reasons: 1) I have struggled the most with behavior
management in this class, and 2) of my six classes, this class had the most
students present when the survey was administered (and therefore, it had the
most data to analyze).
1. Demographics
In this 2B class of 20 students, twelve of the students are girls and eight of
the students are boys. The class is predominantly white, but there are five
African American students and one Latino student. Every student in the class
speaks English fluently, though a few students speak other languages, such
as Spanish. None of the students in this class have an IEP, however one
student has suffered from trauma, which strongly affects his academic
performance and his behavior. Another student is highly gifted, and so has
been given an alternate, differentiated curriculum to follow. Both of these
students are repeating the ninth grade.

2. Influencing Factors. Some factors that may have influenced the results of
this survey include:
Release of the end of first quarter grades
Recent submission of first major written assignment (5-paragraph
analysis essay)
Absence of student teacher in the previous class period

3. Analysis
How do students perceive your knowledge of the subject matter?
Explain your answers based on data from your survey.
With one exception, all of my students expressed faith in my knowledge of
the material I teach. I base this assessment on the fact that 15 of 16
students responded Strongly Age ree or Agree to the two statements
on my survey about my ability to teach English material. Students did not
offer any commentary on how they perceive my knowledge of English
material. Interestingly, the one student who disagreed with the statement
that I know the material I teach agreed with the statement that they trust
me to correctly teach material. This shows that, though they do not agree
that I know my stuff, they do at least trust me to be able to teach on it.
Thus, I believe this group of students overall trust me to teach them on
material I know well.
Relevant survey questions:
o Miss. Wolf understands well the material she is teaching.
Strongly Agree 11/16
Agree 4/16
 Disagree 1/16
o I trust Miss. Wolf to correctly teach me about what we're learning.
Strongly Agree 11/16
Agree 5/16
How do students perceive your pedagogical knowledge? Explain your
answer based on data from your survey.
The students seem to perceive that I have a decent grasp on pedagogical
knowledge. They all agree or strongly agree that I am a good teacher, all
but two believe I provide them with the support they need to be
successful and they all agree that they learn when I teach. Thus, the
students generally perceive that I know how to teach well.
I want to make note, however, that some of the areas where I did not
have the majority of students record Strongly Agree are related to
pedagogy. The majority of the questions I asked about whether or not I
connect lessons to the students lives and make it clear why the material
is important to learn, were marked as Agree instead of Strongly Agree.
This shows me that I can improve on the evidence-based practice of
communicating to students why material they are learning is relevant to
them and important to learn.
Relevant survey questions:
o Miss. Wolf connects our lessons to the real world and to my life.
Strongly Agree 7/16
Agree 9/16
o Miss. Wolf is a good teacher.
Strongly Agree 12/16
Agree 4/16
o Miss. Wolf provides me with the support I need to succeed in doing
my work.
Strongly Agree 10/16
Agree 4/16
Disagree 1/16
N/A 1/16
o Miss. Wolf teaches in ways that make it easy for me to understand
what we are learning.
Strongly Agree 9/16
Agree 6/16
Disagree 1/16
o Miss. Wolf makes it clear why we learn the things that we learn.
Strongly Agree 6/16
Agree 9/16
Disagree 1/16
o I learn when Miss. Wolf is teaching.
Strongly Agree 11/16
 Agree 5/16
Do students perceive you as a caring and effective teacher? Explain
your answer based on the responses received from the survey.
I think it is safe to conclude that my students perceive me as a caring and
effective teacher. All of my students agree (most of them strongly) that I
treat them fairly, respect them individually, respect different opinions, and
encourage each student to learn. In their comments about my strengths,
three out of sixteen students mention, in some form, how I am kind,
compassionate, caring, or in some way attentive to students learning and
well-being. Several students also mention my persistence in supporting
their learning (for example, Shes really nice and always willing to help
you and wouldn't stop till shes done it). I believe the students see me as
a teacher who is invested in their learning, and who cares about them as
people. I believe that students find me effective because of this.
Relevant survey questions:
o Miss. Wolf treats everyone fairly.
Strongly Agree 12/16
Agree 4/16
o Miss. Wolf respects different opinions in class.
Strongly Agree 12/16
Agree 4/16
o Miss. Wolf respects me as a person and a student.
Strongly Agree 12/16
Agree 4/16
o Miss. Wolf encourages all students to learn.
Strongly Agree 13/16
Agree 3/16
Based on the student responses, what areas do you need to improve?
Give examples.
In this class, and across all the ninth grade classes, my students agreed
with my own self-assessment that I most need to improve on behavior
management specifically, controlling the class better, stopping side
conversations, not allowing students to ignore what is going on in class,
and therefore commanding more authority. One students comment sums
it all up pretty well: Miss. Wolf can improve on getting the class under
control, she can do this by being more strict. Many of my students say I
need to be more strict. The harshest point of feedback I received from this
class pertains to having better control of the room: I think miss wolf,
needs to be more controlling if she going to be a high school, teacher,
because those kids will take her as a joke. It is important for me to
present myself as an authoritative enough presence that students take
me seriously as a teacher. What Im finding is that my good relationship
with my classes buffers the behavior Im not managing well, but I cannot
 bank on that good relationship every time: I need to have a system of
order in place for both me and the students to follow.
Other things students ask me to improve upon include: trying more than
one way to explain things, Maybe spending less time explaining
herself, and Being able to give better feedback, she can improve by
responding and giving more information. Its interesting because some
students said I did each of these things well, but I think that I should give
appropriately varied explanation; being conscious of repeating myself;
and giving timely, responsive, and focused feedback in mind. I also want
to mention that I think I can work on relating the material to students
lives more, as well as making sure I communicate to the students why it is
important that they learn what they are learning.
What steps will you take to improve your performance? Please give
examples of evidence based practices you will use to improve planning,
instruction, classroom environment, student-teacher interactions, etc.
The most significant weakness I currently have as a teacher is classroom
management. There are millions of other things I need to fix, but behavior
management is the most glaring because sub-par management of
students takes away from even the most pristine and student-relevant
lessons. To improve upon behavior management, I need to do some
research on some specific strategies and directives I can use, as well as
follow through on the system I and my mentor teacher set up at the
beginning of the year. Looking back through Teach Like A Champion and
looking through other behavior-management books should help me. In
addition, I can be sure to 1) make sure I have next steps ready for
students who finish the activities I have planned early (so that they do not
grow bored and off task when they finish early), 2) be sure to have clear
structures in place (structures with timing I follow) so that students know
the routine, and therefore know the consequences for breaking with it. I
especially think that I need to be stricter with the consequences I enforce
when students do not follow through with expectations, and 3) build in
time for both hooks and moments in a lesson where I either relate the
material to students lives, or they connect the dots of why what they are
learning is important. I think this will help because student interest and
buy-in, especially in ninth grade, is really key to good behavior: if students
like what we are learning, and they find it relevant to themselves, they are
much more likely to engage with it. If they are uninterested, they will not
engage.
Focusing on improving my behavior management in these ways will help
me to focus my improvement on giving appropriately varied explanation;
being conscious of repeating myself; and giving timely, responsive, and
focused feedback.
For reference, here is the link to the survey I conducted:
https://goo.gl/forms/qKKusvOxUEgNERMb2