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    Section 2

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    api-482848690
    The student surveyed their class to gain insight into how their teaching skills were perceived. They were surprised that students felt care was not a strength when they saw it as one of their main strengths. Students also did not think the teacher liked when they asked questions or that they were allowed to talk to their university teacher. Based on the results, the student will work on making students feel cared for, valued, and comfortable asking questions. They will provide clearer instructions, more engaging lessons, positive praise for student questions, and end lessons by consolidating what was learned.

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    Section 2

    Uploaded by

    api-482848690
    379 views3 pages
    The student surveyed their class to gain insight into how their teaching skills were perceived. They were surprised that students felt care was not a strength when they saw it as one of their main strengths. Students also did not think the teacher liked when they asked questions or that they were allowed to talk to their university teacher. Based on the results, the student will work on making students feel cared for, valued, and comfortable asking questions. They will provide clearer instructions, more engaging lessons, positive praise for student questions, and end lessons by consolidating what was learned.

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    section 2

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    The student surveyed their class to gain insight into how their teaching skills were perceived. They were surprised that students felt care was not a strength when they saw it as one of their main strengths. Students also did not think the teacher liked when they asked questions or that they were allowed to talk to their university teacher. Based on the results, the student will work on making students feel cared for, valued, and comfortable asking questions. They will provide clearer instructions, more engaging lessons, positive praise for student questions, and end lessons by consolidating what was learned.

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    Download as docx, pdf, or txt
    379 views3 pages

    Section 2

    Uploaded by

    api-482848690
    The student surveyed their class to gain insight into how their teaching skills were perceived. They were surprised that students felt care was not a strength when they saw it as one of their main strengths. Students also did not think the teacher liked when they asked questions or that they were allowed to talk to their university teacher. Based on the results, the student will work on making students feel cared for, valued, and comfortable asking questions. They will provide clearer instructions, more engaging lessons, positive praise for student questions, and end lessons by consolidating what was learned.

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    © All Rights Reserved
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    of 3

    SECTION 2: Student Perception Survey

    Create a table of some sort to visually identify the results on the student perceptions survey.

    What did you learn about yourself?

    I learned a lot about myself as an educator. While I thought that my strengths were in
    other areas, my students thought differently. As a teacher, it is important to know how your
    actions are coming off to your students. Each student will have their own perspective of their
    teacher, but there were a lot of similarities throughout this survey. I found that my students didn’t
    believe I had a strength in care, when I felt that this was one of my main strengths. While this
    was based mostly on asking students about their feelings, I was shocked with the result.
    Another question that I found rather surprising was that the students do not know if I like
    when they ask questions. In fact, I love when my students are asking questions. Though, in my
    students’ perceptions they are not sure about this. I was also surprised by the question about
    being allowed to talk to their YSU teacher. I talk to the class, small groups, and individual
    students throughout each day in field. Therefore, I was confused as to why my students
    questioned this.

    What will you do differently for the unit and for student teaching based on this data? Use
    the information about each area provided with the student survey to guide your reflection.

    For my unit and for student teaching, I will be sure to take all of this information into
    consideration. I will be more tuned into how my students are perceiving my actions in the class. I
    want students to feel comfortable and welcomed when I am teaching the class. I want to make
    students feel that their questions and feelings are valued. For care, I will be sure to make students
    know that I care about their feelings in class and in general. I can do this by asking students how
    their morning is or how they feel about a certain topic. For control, I will be sure that all students
    know what they are tasked to do. As recommended by my supervisor, I will make students feel a
    sense of urgency to complete assignments. As if this is not evident, students may take their time
    completing and assignment and end up exhibiting off task behavior. For clarifying, I will ask
    questions to assure that all students are understanding my instruction. If students are not
    understanding, I will do my best to explain the concept better to help students. For challenge, I
    will ask more thought provoking questions to make students think further about a concept. While
    for captivating, I can make lessons more engaging and related to the students’ real lives. I can do
    this by taking student interests into consideration, as well as, their love for hands-on activities.
    Based on confer, I will a point to encourage student questions. As I thought I did do a good job
    with this, I found that I will need to provide more positive praise for student questions. Lastly,
    for consolidate, I will be sure to review what was learned after each lesson. This is something
    that I do briefly, but I feel that I need to end a lesson with more detailed explanations of what the
    students have learned. Overall, I hope to further my ability to effectively teach my students
    during unit week and student teaching.

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