I originally chose consolidation as my professional growth goal for the 2018-2019 school year but after I reviewed the students’ October survey, I decided to work on my classroom management as well. So my professional growth goal for 2018-2019 school year was set to improve consolidate and classroom management. From the students’ April survey and another survey which I created, I am confident to say that I met my professional growth goal on consolidation but not on classroom management.
I was quite pleased to see my survey results in October, but I was surprised when I looked at the April survey. The April result showed that my scores decreased for every category no matter if they were personal, curriculum, or academic. I could not believe that I did not improve on anything given the amount of hard work I put in, so I started to wonder what might contribute to that. After some thoughts, other than somethings I could do differently, I realized that the environment which I asked my class to take the surveys were very different and that may very much caused some of the items scored lower than October’s survey. In October, I explained to students the purpose of conducting this survey and showed them what each of the “C” stands for, then gave them ample amount of time to take the survey in a math class (this took about 40 minutes). Whereas in April, I was running out of time, I just asked them to take the survey during a 5 minutes homeroom time on top of retaking their Pingyao Activities survey.
With the purpose of finding out the authenticity of the April survey as well as asking students for their opinions on how I should improve in these areas as a professional, I created another survey which students took 20-30 minutes to complete after I shared my result with them. From this survey, 33% of the students strongly agree 43% of the students agree, and 24% of the students somewhat agree the time has affected their survey results.
Other than classroom management, students gave me many reasons why I either improved or remained the same for the 6 “C” with some suggestions how I may further improve them. For example, students think I encourage and value their ideas and views by urging them to go to the board to share their work and participate in group activities, by respecting their ideas/views even when they are wrong, by being open to all different problem-solving methods just to name a few. However, they are also very helpful by giving me some ideas on how to improve this area. Two of the ideas I could consider for next year are to give more encouragement to students who do not like to speak in class to speak and only display answer keys for formative and summative assessments instead of exemplar students’ work because some students “might get less encouraged by their ideas because they tend to lose self-confidence when looking at exemplary works”.
As a math teacher, I am really thrilling to see the message from one of my students who already learned math concepts that are much higher than Algebra I herself. It not just reassures what I am doing is right, it also really reflects the MS math program is preparing our students better for their higher math classes. Below is the feedback she gave me back for consolidation:
As for classroom management, many students think, even though stricter classroom rules and other strategies helped improve the classroom learning environment designed to reduce unnecessary walking in the classroom, less distractions caused by horseplaying or chatting, our class was still distracted by one or two of the same students, so they rated the classroom management lower than October. Students think I gave too much attention to those one or two students and is not fair to the rest of the class. Many times, I stopped the class to correct their behavior. One of the suggestion students gave me is to not pay attention to them.
To improve the classroom management next school year, I still need to hold my expectation high for each student. I must stick to the behavior procedure more strictly and follow through the consequence for distracting classroom behaviors.