Category: 02 TAI

Reflecting on my teaching this year

https://docs.google.com/forms/d/e/1FAIpQLScCfBS5CJ8luY8rXmtl3mWATWcPPw37_uMSIKQFnvkPAWzKEQ/viewform?usp=sf_link

Using Google forms I set up a feedback sheet for all my classes. Keeping in mind that the students who actually do the form are usually the most conscientious, here are some of the response on the question that specifically asked about how I can improve my teaching. I aimed to formulate the question so that students will write a constructive answer rather than just telling my if I was ‘good or bad’ at my job. That didn’t always work, but that is something to work on. On reflection, these responses reflect the level of each class and the individual. It’s easy to pick who wrote what! I will definitly take on board the comments about; the differences between A, M and E, slowing down on teaching, more exemplars, checking in on students one-one more, essay structure, earlier warning about due dates (I have a plan in mind to set all these up on Google classroom at the beginning of the year, I didn’t know how to do this at the beginning of the year but now I do!), aiming for teaching a deeper understanding of texts and only using Coraline if it is a direct example (we ran out of time). Lots of achievable feedback that the students have though carefully about. 🙂

Responses in the question: How could I change my teaching to make class more successful for future students?

Ask students what they want to learn and how.
I liked it and think it worked well
Don’t rush. And when explaining topics go through it slowly.
I think it is good how it is 🙂
go through the differences between A M and E and give us a resource that tells us what we need for each grade so we can refer to it when doing work.
Walk around more. Ask specific students if they need help and check in with everyone.
Actually, I quite enjoy your style of teaching. English is definitely one of my enjoyable classes this year and this is because of you.
Put up more example and explain them more in-depth, also point out really important things we need to remember.
I couldn’t think of much, I honestly think you’re great at teaching, one of the best English teachers I’ve had so far.
No change 🙂
Focus more on structuring essays
Not sure
Dont know
Potentially giving more warning about due dates so Th at students know well in advance when an assignment is due.
I found it great this year there isn’t much that could be done in my opinion
Don’t, you are awesome (and no I’m not saying it to grease up, I generally think you are an awesome teacher and probably the best English teacher I’ve ever had)
I enjoyed your classes, found them very interesting. Like looking into background of Frankenstein, or learning about the physiological theories.
Nothing
nothing I believe you are teaching the best way for students as you are now.
Your teaching was very good and the feedback provided helped a lot in my internals can’t think of any changes required
I think maybe having the year planned out slightly better. For example we spent a while watching Coraline and didn’t end up doing anything with it. We could have started our psychoanalysis report earlier instead.
Focus more on the subject matter and not have students write lots of essays and let them have a deeper understanding of the text
Nothing that I can think of
Not needed. You are a fabulous teacher and person who made coming to English an easy and hopeful task. You have helped me do my best in english and understand things more than any teacher ever has. You are easy to approach and get along with when it comes to learning and fun. Your are already a successful teacher and future students will love you like I do.
Don’t know, you’re the best teacher ive had and are very good at teaching and make the topics very interesting
Honestly nothing, you have such great morals and standards and I really have enjoyed being in your class this year. You’ve helped and motivated me and so many other students to do more then they think they could’ve and we all love you :)))))

Inquiry for this year- the long game.

My inquiry for this year has been an ongoing focus of my practice- “How can I build an intrinsic desire for learning rather than one that is based on results?”.

In our credit counting NCEA system, this can be tricky. Students are picking and choosing what they want to learn based on the credits they need. However, I have noticed student engagement in lessons even when I know those students aren’t intending on doing the assessment attached to that learning. Frankenstein has been a good example of this.

My L3ENIN has really struggled with reading the text on their own. However, in this late stage of the year they are much more comfortable with the content and messages of the text. Even though many of them haven’t read the book, and a good chunk have told me they don’t even intend on doing the exam, they are still engaged in lessons on the text. They are interested in the bigger ideas the text represents in terms of progress, science and ‘playing God’. They have enjoyed the history of the text and how the time influenced (s) the content as well as how it is still so relevant today with the creation of AI and medical marvels as well as the darker side of science.

So, these students who struggled to read a classic text, and have out rightly said they won’t be doing the assessment, are still learning in the actual lessons. Isn’t that what we really want? These students (in my opinion) simply aren’t ready to read a complex text like this on their own. But I believe they are likely to come back to it as adults, or even try other texts they might not normally approach. Although I can’t quantify this result now, if I have sparked a passion in them that will grow over time, I feel I have met my goal of encouraging an intrinsic desire to learn. It’s just that it’s a long game that I might never see!