Survey- What Great Teachers Do Differently

Please complete the following survey as a way to self-reflect on your individual discipline practice. Respond with a 1 to 4 ranking, with 4 indicating "Almost Always", 3 indicating "Frequently", 2 indicating "Occasionally" and 1 indicating "Almost Never". You will be asked to share what you learned about yourself as a professional educator as a result of completing this at the next session.
Name: 


A red asterisk (*) indicates required questions.

  1. I am friendly but firm with my students.*
    1 2 3 4


  1. I treat each student with kindness and respect.*
    1 2 3 4


  1. When a student or students act inappropriately, I remain calm and composed.*
    1 2 3 4


  1. I displayed enthusiasm and a sense of humor with my students.*
    1 2 3 4


  1. During each passing period between classes, I am at the doorway to greet and chat with students.*
    1 2 3 4


  1. I interact with all students, not just a few.*
    1 2 3 4


  1. I give my students a pleasant greeting each day and wish them a pleasant weekend.*
    1 2 3 4


  1. During each passing period between classes I am at the doorway so I can supervise both the hallway and my classroom.*
    1 2 3 4


  1. So that I know what is going on in my classroom, I generally spend my class time on my feet.*
    1 2 3 4


  1. I expect students to listen attentively when other students or I am talking.*
    1 2 3 4


  1. When I correct student misbehavior, I communicate in a private, positive, and respectful manner.*
    1 2 3 4


  1. I admit that at times student misbehavior is a result of something that is my fault.*
    1 2 3 4


  1. I am able to motivate my students, including the reluctant learner.*
    1 2 3 4


  1. I carefully plan each lesson so that there is no “dead time”.*
    1 2 3 4


  1. I provide guided and independent practice during which I move about the room offering individual or small group assistance.*
    1 2 3 4


  1. During each class period, I provide a variety of learning activates. Rarely do I use the entire class period for a single activity, as students need a change of pace.*
    1 2 3 4


  1. I adjust my daily lesson planning to take into account my students’ span of attention.*
    1 2 3 4


  1. I think though discipline decisions before acting.*
    1 2 3 4


  1. I make only those discipline decisions that I can enforce.*
    1 2 3 4


  1. I make discipline decisions after the “heat of the moment” has passed.*
    1 2 3 4


  1. When a student misbehaves in class, I find a way to correct the behavior privately, perhaps by moving near the student and whispering a correction.*
    1 2 3 4


  1. While I take attendance or perform other necessary tasks, often at the outset of each class session, my students are working independently, perhaps on a brief assignment or problem on the over head board.*
    1 2 3 4


  1. I establish time saving routines for collecting papers and distributing materials or supplies.*
    1 2 3 4


  1. My directions for a learning activity are brief and concise.*
    1 2 3 4


  1. I give directions one step at a time. I avoid long and detailed directions.*
    1 2 3 4


  1. I show sincere enthusiasm for the subject I teach.*
    1 2 3 4


  1. I provide a neat classroom that gives students the idea of orderliness.*
    1 2 3 4


  1. I present a professional appearance in class.*
    1 2 3 4


  1. I insist that my students maintain high standards in their work and behavior. In both areas, my standards are realistic and attainable.*
    1 2 3 4


  1. Because there is no “best” teaching method, my methods and learning activities are many and varied.*
    1 2 3 4


  1. My homework assignments have a purpose, are instructional, and are regulated as to the time it will take a student to complete the assignment.*
    1 2 3 4


  1. I make my classroom attractive by having effective bulletin boards related to the topics being studied at that particular time.*
    1 2 3 4


  1. During each class session, I summarize, or have students summarize the day’s learning.*
    1 2 3 4


  1. I use pretests or other procedures to ascertain what students already know.*
    1 2 3 4





Mr. Rupp