Student Survey Part 2 Analysis

Chelsea Pierson
University of Virginia

Student Demographics
The Student Satisfaction Surveys (See Appendix 1 and 2) were administered during my
first and second period classes. The high school I am placed at runs on a four by four schedule,
so I see these students every weekday at the same time each day for eighty-two minutes. Of the
thirteen students now enrolled in period one, eleven returned the survey completed. Of the eleven
students now enrolled in period two, eleven were present, and all eleven returned the survey
completed.
In period one, there are now seven ninth graders, two tenth graders, two eleventh graders,
and two twelfth grade students. Each of the students native language is English. There are nine
students who identify as male, and four students who identify as female. Twelve students are
White, and one student is American Indian. Five students have IEPs, and three are up for SBIT.
504 plans and specific disabilities the students have are not accessible, but accommodations are.
In period two, there are now two ninth graders, three tenth graders, three eleventh
graders, two twelfth graders. There are seven male students and four female students. There are
three Hispanic/Latino students, seven White students, and one Black student. Six students in this
class have IEPs, and two are now up for SBIT.
Influencing Factors
On the day that I administered the survey in period one, my mentor was absent again. I
reminded the students of the survey they took back in September and was clear and explicit with
my instruction this time. They took the survey at the end of the class, after we had finished
reading another chapter of The Graveyard Book aloud as a class. The students are very keen on
this book, which may have had an effect on their upbeat moods. The students were also aware
that it was my last week instructing them, which may have inspired them to be more generous
with their responses. It was also a Friday, which tends to put students in a good mood.
I administered the second survey to period two the following Monday, as I gave the class
back a week later than period one. They were given the survey at the beginning of the class, prior
to writing their screenplays. The students enjoy writing, which may have positively impacted

their responses. Finally, there are two students who have had disciplinary problems with me over
the past ten weeks, and their distaste of me may have influenced their responses.
Analysis
Knowledge of the Subject
Both period one and period two expressed confidence in my knowledge of English. In
period one, the numbers shifted only by one student from Strongly Agree to Agree. In period
two, however, there was a significant shift in numbers. Before, six students strongly agreed I
knew my subject, three agreed, and two students reported uncertainty. The second time around,
however, nine students strongly agreed, and two students agreed that they were confident in my
knowledge of the English language. After reflecting on the twelve weeks of placement,
specifically with period two, I realized that I spent nearly three weeks building English skills,
modeled reading and writing regularly, and worked with the students and guided them through
writing workshops for their screenplay project. My explicit instruction and compartmentalizing
of English concepts and skills must have shown students my understanding of the English
language.
Pedagogical Knowledge
Based on students answers to whether my instruction was clear, whether I could keep the
class on track, whether I differentiated materials and activities, and whether I provided helpful
feedback, I have concluded that both period one and period two were confident in my
pedagogical knowledge by the end of my student teaching internship. For example, both classes
reported improvement in my clarity of instruction, which is an area I worked closely with my
University Supervisor on improving in. By November, 100% of my students reported they either
agreed or strongly agreed that my instruction was clear, which is a 4% increase from September.
Both classes also showed progress with regard to my ability to keep the class on track. In
September, a quarter of period one and nearly 30% of students in period two doubted or
disagreed that I could keep the class on task. By November, however, 91% of my two periods,
combined, agreed or strongly agreed that I had improved in my ability to keep the classes on
track. This increase of student confidence with regard to my management reflects my persistence

in adapting Choice Theory in the classroom and my dedication to being consistent with it as well
as with implementing solid classroom routines.
There was also a marked improvement with regard to differentiation. For example, in
September, 17% of the students in period one disagreed and 8% of the students in period one
were uncertain if I differentiated. Likewise, nearly 19% of students in period two were uncertain
with regard to my ability to differentiate. By November, 90% of the students agreed that I
effectively differentiated instruction. One student from period one and one student from period
two remained uncertain, which indicates progress but also a sustained need for attention and
growth.
Finally, the data regarding feedback shifted significantly in period one and slightly in
period two. For example, in period one, 100% of the students, an 8% increase from September,
agreed or strongly agreed that I left helpful feedback Likewise, seven students from period two
strongly agreed that I provided strong feedback by November; whereas, only five students had
strongly agreed with the statement before. Unfortunately, though, one student still disagreed with
my ability to provide helpful feedback, and one student was uncertain. So, while there was a shift
in responses, it was not as significant a change in period two as I had hoped it would be.
Nevertheless, overall, the data from the second round of student surveys shows sustained
improvement across the board with regard to my pedagogical knowledge.
Caring and Effective
With the exception of one student in period two who was not sure if I treated everyone
fairly or not, every student in both periods agreed or strongly agreed that I respect, encourage,
and treat the students fairly. The numbers increased in all three areas across the board, which
reflects my deliberate mindset and dedication to be as encouraging and kind as possible within
the classroom.
The data from period two showed a slight increase over period one with regard to the
number of strongly agree answers. This increase may be due, in part, to the fact that I took
period two over sooner and definitely invested more of my time into the students. Although both

classes show improved attitudes towards me as a caring and effective student, I know that a
stronger investment in period one would have led to a rise in strongly agree answers as well.
Overall, though, the new data indicates the students perceive me as more caring and effective in
November than they had in September, confirming the importance of student-teacher
relationships.
Improvement
After analyzing the results from the first student surveys, the two areas of improvement I
focused on were material and instruction differentiation in period one and relating my lessons to
the real world in period two. In September, nine students from period one agreed that I
differentiated my instruction and activities. A quarter of the class, however, either reported they
disagreed or were uncertain if I differentiated enough. As a result, I began varying my instruction
and materials. Students began discussing using Padlet and Sticky-Notes, as well as through
traditional Socratic Seminars and interactive discussions. I varied grammar practices, so they
could learn from something different every day, and I gave students lots of options with regard to
writing prompts. Finally, I began to vary assessments, encouraging co-created rubrics and
writing conferences. These changes must have impacted the students for the best, as only one
student was uncertain of my differentiation, and the rest either agreed or strongly agreed.
Granted, more students agreed than strongly agreed, but the lack of disagree-statements,
definitely reflects my persistence in varying materials and instruction.
In period two, my area for improvement was relating lessons to the real world. In
September, 54% of the class agreed or strongly agreed that I related all of our lessons to the real
world. I was dissatisfied with that number and made it a point to explicitly link my lessons with
the world outside of academia from thereon out. I began each lesson with brief statement that
tied the days objectives, skills, and overall lesson to something concrete in the real world. From
vocabulary to read alouds, collaboration to writing practice, I was clear and explicit in making
connections between the classroom and the real world. My work definitely paid off, as the

second survey shows that 90% of the students agreed or strongly agreed that I linked my lessons
to the real world. With regard to both areas, my efforts proved to be effective.
Reflection
The concrete data extrapolated from both surveys reveals growth as an individual as well
as growth as a teacher, and after considering the areas I improved in as well as the areas in which
little to no improvement occurred, I have come to the conclusion that growth is contingent upon
investment and reflection. The areas I focused on the most were the areas I improved on, as
indicated by a shift in student responses. For example, I was determined to be kinder and more
effective and focused my attention on growing in these areas, and the data improved
exponentially. The same shift towards improvement occurred with regard to anchoring lessons in
the real world after I made active strides to make connections to the real world and other school
subjects in each lesson. I am, thus, drawn to believe that growth does not occur accidently, and
students perception of teachers is not without reason. Effective and compassionate teachers must
work diligently to be considered as such, and this analysis has proven this statement to be
accurate.

6
Appendix 1

Period 1 Data 11/13/2015

*The question regarding homework has been removed due to the fact that homework is not
assigned and therefore not applicable to this class.
Strongly
Agree

Agre
e

Not
Sure

Disagre
e

Strongly
Disagree

My teacher gives clear instructions

My teacher treats everyone fairly

My teacher is available to help me

outside of class

My teacher relates lessons to other

subjects or the real world

My teacher allows and respects

different opinions

11

My teacher uses different materials

and activities to help us learn

My teacher encourages all students

to learn

My teacher is a good teacher

My teacher knows and understands

the subject being taught

My teacher provides helpful

feedback

My teacher makes things easy for

me to understand

My teacher keeps the class on task

so that we can learn

My teacher states the purpose of our

lesson

Period 2 Data 11/16/2015

*The question regarding homework has been removed due to the fact that homework is not
assigned and therefore not applicable to this class.
*The class size has dropped from 12 to 11
Strongly
Agree

Agre
e

Not
Sure

Disagre
e

Strongly
Disagree

My teacher gives clear instructions

My teacher treats everyone fairly

My teacher is available to help me

outside of class

My teacher relates lessons to other

subjects or the real world

My teacher allows and respects

different opinions

My teacher uses different materials

and activities to help us learn

My teacher encourages all students

to learn

My teacher is a good teacher

My teacher knows and understands

the subject being taught

My teacher provides helpful

feedback

My teacher makes things easy for

me to understand

My teacher keeps the class on task

so that we can learn

My teacher states the purpose of our

lesson

Appendix 2

Period 1 Data 9/3/2015

*The question regarding homework has been removed due to the fact that homework is not
assigned and therefore not applicable to this class.
Strongly
Agree

Agre
e

Not
Sure

Disagre
e

Strongly
Disagree

My teacher gives clear instructions

My teacher treats everyone fairly

My teacher is available to help me

outside of class

My teacher relates lessons to other

subjects or the real world

My teacher allows and respects

different opinions

My teacher uses different materials

and activities to help us learn

My teacher encourages all students

to learn

My teacher is a good teacher

My teacher knows and understand

the subject being taught

My teacher provides helpful

feedback

My teacher makes things easy for

me to understand

My teacher keeps the class on task

so that we can learn

My teacher states the purpose of our

lesson

Period 2 Data 9/3/2015

*The question regarding homework has been removed due to the fact that homework is not
assigned and therefore not applicable to this class.
Strongly
Agree

Agre
e

Not
Sure

Disagre
e

Strongly
Disagree

My teacher gives clear instructions

My teacher treats everyone fairly

My teacher is available to help me

outside of class

My teacher relates lessons to other

subjects or the real world

My teacher allows and respects

different opinions

My teacher uses different materials

and activities to help us learn

My teacher encourages all students

to learn

My teacher is a good teacher

My teacher knows and understand

the subject being taught

My teacher provides helpful

feedback

My teacher makes things easy for

me to understand

My teacher keeps the class on task

so that we can learn

My teacher states the purpose of our

lesson