Last week I did the thing that most teachers would be terrified of doing, and asked my students to give me feedback on my lessons.
I can hear you all clamouring as you read: “are you mad?!” or the far more likely “it’s not students’ place to comment on our teaching – we are the professionals!” Well yes we are… but like it or not we are catering to a specific audience. I’ve said before that teaching is not about entertainment, and I stand by that – I’m not just some glorified clown; but who knows what helps them learn better than those learning themselves? We are professional educators, but generations change, and the fact is that the kids learn differently and respond differently to the work with which they are presented.
WWW and EBI
With this in mind, I decided to open myself up to a bit of criticism. The students in my y10 classes have already had to evaluate their own performance after controlled assessments and set themselves targets for the term, and they are used to me marking their work with two What Went Well comments and an Even Better If, so I was confident that they would be able to evaluate my teaching constructively. I was right to take the gamble.
A job worth doing
I gave the girls a piece of scrap paper each and asked them to think about their lessons with me so far this year and, with their learning in mind, give me two WWW comments and one EBI for their French lessons. Now I’m not really one of those soppy “in it for the kids” kind of teachers, but what they wrote almost made me cry. I know – the shame.
Not only did they give me serious constructive criticism on the activities I organise for their learning and how well they help them to learn the structures they need to use, their comments also showed me just how important the student/teacher relationship is for the students:
“You genuinely care about all your students and not just because your job tells you to.”
“You are really helpful, and support us, and care for us.”
“[You have] a caring attitude towards pupils which is reflected in the happy atmosphere which is present.”
Wow. I was truly overwhelmed.
The bad bits
Even the EBI, which most teachers would probably be terrified of seeing in black and white, bowled me over; the targets that the vast majority of students gave me were directly linked to the impact of my teaching on their learning, and were things that I would never expect to hear from students:
“Even better if we had more vocab tests.”
“More revision lessons.”
“More revision sheets to do at home.”
“More speaking in front of the whole class.”
“If we had mini-tests more often.”
“Ok, ok,” you say, “you’re clearly in some sort of teaching utopia – the Holy Grail of schools. This wouldn’t work for the rest of us.” Well, actually, no. Yes, my school is a girls grammar school, but in a fairly poor region, and with a much wider catchment than most grammar schools. Some of our students have some serious BESD issues. It’s the supportive atmosphere in my class, and more importantly throughout the school, that has led the girls to make these comments. Even one of the moodiest girls I teach came by after school on the day we did this to “have a chat in French” while she waited for her friend who was in detention.
A kid’s guide to teaching
So, unable to keep this amazing learning experience to myself, now it’s time to share the pupils’ point-of-view with you and see how they think we could improve our teaching:
- The student-teacher relationship was a key factor in almost every single student’s appreciation of my lessons. Whilst I’m not there to be liked, it makes it so much easier to take them on a learning journey with you if they trust you and feel supported by you.
- Interactive/active/engaging learning (their words) was the way they found they learnt the most on lessons. See my posts on Kagan and dialogic learning for more ideas.
So there you have it: I put myself on the line and took one for the team! Now let’s start teaching the lessons that the kids really want to go to!!