Feedback
Kaunas
Please choose one of the documentation items below:
| 3.1. | Feedback | 3.1.1. | Hamburg | ||
| 3.1.2. | Kaunas | a) | Feedback Analysis | ||
| b) | Activity Target | ||||
| c) | Discipline Target | ||||
| d) | Discipline Questionnaire | ||||
| 3.1.3. | Reykjavik | ||||
| 3.1.4. | Rovaniemi | ||||
| 3.1.5. | Rzeszow | ||||
| 3.2. | Peer Evaluation | ||||
| 3.3. | Diary | ||||
| 3.4. | Photo Evaluation | ||||
| 3.5. | Diverse |
STUDENTS FEEDBACK
The feedback is very important both to student and to teacher.
The objective of the feedback is to give student knowledge, new information, perfect understanding, the main idea of discipline and activity during the lesson and to give all this back from student, being sure for the final result.
To reach all the above-mentioned ideas we have used three methods.
The first one was dartboard for checking students’ discipline during the lesson. The main points were:
- Use of mobile phone during the lesson
- Impolite behavior with teacher and other students
- Being late
- Chattering
- Not having the necessary items for the lesson.
Every student personally had to answer 5 statements with answers from ‘always’ to ‘never’. The teacher had also to fill that form. After such dartboard finishing students and teacher had the discussions about their opinions towards those points. In majority of groups the opinions of teacher and students were very similar.
The second method was dartboard for checking students’ activity during the lesson. The main points were:
- Questioning during the lesson
- Tasks fulfillment
- Attentive listening
- Tasks presentations
- Answering the questions and other additions.
Every student personally had to answer 5 statements with answers from ‘always’ to ‘never’. The teacher had also to fill that form. After such dartboard finishing students and teacher had the discussions about their opinions towards those points. In majority of groups the opinions of teacher and students were very similar.
The third method was the questionnaire concerning with the discipline during the lesson. Students had to mention their discipline during the last three lessons of the same subject.
There were ten questions in the questionnaire:
1. Are you late for the lessons?
2. Don’t you have all the necessary things for lesson (notebooks, books, pens, CDs, etc.)?
3. Haven’t you disturbed the other students?
4. Have other students disturbed you?
5. Have you had your personal chattering?
6. Have you used your mobile phone?
7. Have you chewed gum?
8. Have you asked to leave the lesson for some non-particular reason?
9. Have you done the given tasks?
10. Have you done by-work or sideline jobs?
Students are writing answers to questions in questionnaire
There were four answers to which students had to express their opinion: ‘never’, ‘sometimes’, ‘often’ and ‘very often’. The majority of students’ answers were ‘sometimes’, so I think that this kind of answers ought to be changed.
At the very beginning of the feedback activity students didn’t’ show the great interest in dartboards and questionnaires filling till they saw the dartboards and the tables with the tasks. When everything what they had to do was explained to them, they have shown the great interest about doing that job. Also they were interested to compare their answers with other students and teacher answers.
There are four our teachers’ analyses of students’ feedbacks.
Students‘ feedback (target method)
By English teacher Asta Savickiene
Discipline
Discipline is one of the most problematic points in the classroom. I work with 11 groups and find discipline very different in each group. The most disciplined are second year students in the 4th level groups (after secondary school).
The most undisciplined groups in autumn were two groups of first year students of the 3rd level (after basic school). In both groups there were some boys who constantly were disturbing the lesson. When four boys of one group left the school the discipline in that group became better. The answers in the questionnaire and the target show that the weakest point in their class is chatting. My opinion is the same.
In the other group there still are 5 boys who are always chatting and do not have necessary things for the lesson. But the answers in the questionnaire and the target show that they are quite disciplined. They marked that they almost never disturb others and almost always have everything they need in the class. This is the biggest mismatch between our opinions. They do not use mobile phones much and they are never late. Their opinion and mine coincide here.
Activity
The greatest problem with the activity is that the students are of very different level of language knowledge. Usually the most active in answering and presenting the tasks are those who have better knowledge. To my opinion in each of the two groups are 5-7 students, mainly girls, who always do the tasks, ask questions and listen to what I say. The targets show that the students think better of themselves. They think that the most active they are in listening, doing the tasks and asking questions.
In general my opinion is that the students are not objective giving their feedback. They want to show better than they are.
As far as my own activities are concerned I noticed that I could change the situation a little. Sincere conversations with one group were quite useful. Still I need more consultations and advice on how to make the students more motivated and disciplined (especially those noisy ones).
Students‘ feedback (target method)
By English teacher Daina Lasiene
Discipline
While speaking about discipline I should say that it is very serious and important thing during the whole lesson. The students’ behaviour and attentiveness to new or revised material give the results of their knowledge and all the information they are given and taught during the lessons.
So it was very interesting and useful to compare my and students opinion towards this point. I have 9 students groups this year and I have never had any serious problems about discipline during the whole schooling. Our relations are friendly and we are trying to understand each other asking and answering questions.
I have chosen 3 students groups from different specialities and of different age. In the first group there were students of 18-21 year old. They are the first year students from IV level after graduating the secondary school .We had any problems with impolite behaviour, necessary things for a lesson or their chattering. But sometimes some of the students were late for lessons or used mobile phones. In this group there were not answers:’ never’ and ‘always’. The most popular answer was ‘sometimes’.
The other 2 students groups were of age 16–19.They are the first year students of the III level (after basic school). At the very beginning of their studies the first year students like to talk between each other, some of them were late for lessons and had not necessary things for the lesson. But they have never been impolite talking with me. There our opinions are similar.
As I have mentioned before the most popular answer is ‘sometimes’. Also they do not use the answers:’ always’ and ‘never’.
In conclusion I can point out that answering the questionnaire and filling in the target my and my students’ opinions are more or less the same. Also I can say that majority of students were interested in self-evaluation and comparing my and their opinions.
Students‘ feedback (target method)
By Ethics and Aesthetics teacher Egidija Kontrimiene
AVK 03/1 (Businessman of audiovisual technics) (14 students)
Discipline
According to the opinion of the students talking makes them undisciplined (9). The next things are using of mobile phones (6) and being late (6). The most popular answer in the questionnaire was „sometimes“(101).
Teacher‘s opinion is that mobile phones(9) and talking(9) are the most disturbing things.