Student Input

In my ideal classroom, student input is one of the most valued and essential aspects of learning and teaching. My goal is to incorporate student feedback into the structure of class; it will go beyond filling out a form once or twice a year. I find student surveys, such as the one attached, to be the most straightforward way of initializing the process. These structured feedback guides get students to start reflecting upon their learning and my teaching and offers them a scaffolded space in which they can articulate their thoughts. The problem with much of the feedback that I experienced as a student was that it stopped at these surveys. The key to incorporating students’ needs into the teaching process is follow-through. After students complete their surveys, it is essential to review them and note trends. I would also consider facilitating class discussions throughout the semester and school year to ensure that students have multiple realms in which they can express their needs. All of these methods would be followed up by review, analysis, and implementation. I want student feedback to be a blatant and vital staple in my future classrooms. The only way I will continuously grow in my teaching skills is if I maintain healthy communication and accommodation for my students.

In addition to this more formal version of obtaining feedback, I would create a space in the classroom that remains there every day so that students may leave notes, requests, or comments at any point in time. This could take the form of an anonymous suggestion box or a bulletin board on which anyone can post. This is not only a physical reminder to myself and students that their input is valued, but it is also a less confrontational way for students to voice their concerns. As a student with social anxiety, I was always hesitant to express myself honestly in classrooms. As a teacher, I want my students to always have options so that they may feel comfortable and so that they never miss opportunities to share. I also aim to continuously ensure that students feel they can trust me with their ideas and thoughts. Allison Cook- Sather emphasizes that respect is an essential part of working with and learning from students (2009). Students must know that their voices and opinions are valued within the classroom; this involves building relationships based upon trust and openness with students. Creating a community of listening in the classroom can transform the way students take ownership of their learning.