DESE Model Student Feedback Survey

Grades 6-12: Mini-Form Standard II

Administered to 46, 9th-10th graders on December 10, 2019

Student Feedback Survey

30

25
Number of Students

20

15

10

0
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question
10
Question Number

Strongly Agree Agree Disagree Strongly Disagree

Question Strongly Agree Agree Disagree Strongly Disagree

1. My teacher demonstrates 27 (59%) 19 (41%) 0 (0%) 0 (0%)
that mistakes are a part of
learning.
2. I can show my learning in 14 (30%) 28 (61%) 4 (9%) 0 (0%)
many ways (e.g., writing,
graphs, pictures)
3. The work in this class is 22 (48%) 16 (35%) 7 (15%) 1 (2%)
challenging but not too
difficult for me.
4. If I finish my work early in 7 (15%) 26 (57%) 12 (26%) 1 (2%)
class, my teacher has me do
more challenging work.
5. In this class, students work 24 (52%) 18 (39%) 2 (4%) 1 (2%)
together to help each other
learn difficult content.
6. My teacher encourages us 27 (59%) 18 (39%) 1 (2%) 0 (0%)
to accept different points of
 view when they are
expressed in class.
7. In this class, students teach 18 (39%) 17 (37%) 10 (22%) 1 (2%)
other classmates a part or
whole lesson.
8. My teacher supports me 28 (61%) 17 (37%) 1 (2%) 0 (0%)
even when my work is not
my best.
9. During a lesson, my teacher 25 (54%) 19 (41%) 2 (4%) 0 (0%)
is quick to change how he
teaches if the class does not
understand (e.g., switch
from using written
explanations to using
diagrams).
10. To help me understand, my 22 (48%) 20 (44%) 4 (9%) 0 (0%)
teacher uses my interests to
explain difficult ideas to me.

Question Findings
1 100% of my students agree or strongly agree that I have made them feel comfortable to make
mistakes in class and not be ridiculed for them.
2 91% of my students agree or strongly agree that they can show their work in different ways. I have
given students many chances to show their work through exit slips and other assessments, as well
as different worksheets or job assignments if the students are not actively participating in class.
3 83% of my students agree or strongly agree that the work I give them is challenging, but not too
difficult. There are ways that I could challenge some of my students more, such as giving them
more of a leadership role in class and peer teach.
4 28% of my students disagree or strongly disagree that I give them more challenging work if they
finish their work early. I believe this is because we go right to the end of class with our work and I
have done a better job by moving on to the next stage of class once the majority of the class has
learned the concept to keep motivation in class.
5 97% of my students agree or strongly agree that they help their peers to learn difficult content. If
students are having trouble, I always tell them to ask a peer before asking the teacher because I
want to give my students a chance to show that they not only know the content, but they can
explain that content to their peers.
6 99% of my students agree or strongly agree that I encourage them to accept different points of
view in class. This shows that all students are accepted in class, as well as their opinions.
7 24% of my students disagree or strongly disagree that the students teach other classmates and
others during a part of class. This shows that I can give my students more of a leadership role in
class and use different types of teaching styles other than just command. I can add in peer
teaching and have students help each other learn a certain skill, especially my sophomore that
have been taught the skills as freshmen.
8 99% of my students agree or strongly agree that I support them even when their work isn’t their
best. This shows that I support my students and the situations that they are in. I know students go
through difficult times in life and that students may have off days throughout the school year, so
when students don’t give their best work it’s not my position to put that against them, but to help
them through the tough times and become better because of it.
9 98% of my students agree or strongly agree that if the students do not understand how I am
teaching something then I change the way I’m teaching to what helps the students understand the
content the best I can. I have been getting much better at noticing the students being confused
 and not rushing through instructions to start the activity. I have been asking questions to make
sure the students understand, demonstrating the activity, and drawing how the activity is
supposed to work on the whiteboard, so students have multiple viewpoints to understand.
10 96% of my students agree or strongly agree that I use their interests to help them understand
concepts and ideas to them. This shows that I have built a strong relationship with my students
and have their trust and the knowledge of how to positively talk to them to help them understand
difficult concepts.

Overall Findings
I have presented a lot of positive efforts in the classroom through my teaching in relation to the questions in this
survey. I have done a great job of creating a safe learning environment and am using reflective practice to improve each
lesson while creating well-structured lesson plans. I have met diverse needs through word walls in English and Spanish
for each unit that we have done, used do-now’s and assessments in each unit to collect students learning data, and put
together bulletin boards for each unit to show student success. I have set high expectations for my students through
building rules and routines with them from the first day of the school year and making sure they stick to them and
trusting that they know how to properly behave in my classroom. I have used my reflections and student learning data
to adjust my practice and ways of teaching certain topics, so I know what works for some units and what works for some
classes and maybe not others. The biggest influence I have had is building a great foundation and relationship with the
students. They trust me and I trust them, and I believe that is being honest with the students, setting a high expectation,
and bringing a structure to the classroom for them to uphold. These students rise to the challenge each time I set a new
goal for them and they are tough kids that I would do anything for, and they would do anything for me. I feel like a big
step in that was being in the school from the first day of classes and being consistent with the students, so they know
where I stand and that I’m always going to be there for them.