Survey on teacher instructions - Anonymous

Purpose: Identify the type of instructions your teacher most commonly uses and identify areas of improvement. Important: this is all about oral / spoken instructions so when reflecting about this, only focus on what you hear your teacher regularly SAY in class
Goal: Improved instruction leads to improved student outcomes
Action: 5 improvement goals will be set with measures of progress.
Your role: you are the judge. Your
opinions as students matter and so do your outcomes
It is very important that you complete this survey INDIVIDUALLY so that it represents what you think


A red asterisk (*) indicates required questions.

  1. I am in *
    Year 7
    Year 8


  1. I am*
    male
    female


  1. This next part of the survey aims to identify the type of language techniques your teacher uses and how often. Read each one carefully and consider how often PER LESSON your teacher does this.

    Uses students names when talking to them.*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Uses stress and repetition of certain words*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Asks students to think out loud to make sense of a topic or idea*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Use of imperatives / commands (e.g. 'Tell me ...')*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Re-introduces the topic from a previous lesson before asking new questions*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Questioning on a new topic to diagnose how much students know / brainstorming
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Teacher initiates question / Student gives response / teacher evaluates response*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Elaboration and clarification: repeats student response and promotes student understanding*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Gives instructions using procedural cues (e.g. 'first', 'second', 'then')*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Anticipates queries (e.g. 'so before you ask me')*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Offers clues and prompts (e.g. 'When did we discuss this before today?' 'Remember when we...')*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Uses inclusive language ('we are going to...')*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Authentic questions - links to real life (e.g. 'Where have you noticed this happening in your...?' 'In what situation might you need to know or be able to...?'*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. After a presentation, teacher interacts and provides feedback (e.g. after a group presentation)*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Teacher provides demonstrations while giving the instruction*
     
      1 2 3 4 5  
    Never  Every Lesson


  1. Teacher uses visuals to support spoken instructions
     
      1 2 3 4 5  
    Never  Every Lesson


  1. How do you prefer to get instructions (for tasks, what to do next, expectations etc.)

    Select your top 3*
    spoken only
    spoken with demonstration
    spoken with visuals
    spoken and written
    spoken and written with demonstration
    spoken and written with visuals
    written only
    written with visuals


  1. How important are clear instructions to your learning?*
     
      1 2 3 4 5  
    Not at all important  Very important


  1. How important are clear instructions to the class's learning?*
     
      1 2 3 4 5  
    Not at all important  Very important


  1. How important are clear instructions to your achievement?
    (Difference to learning: your achievement is reflected in your results, for example, on tests)*
     
      1 2 3 4 5  
    Not at all important  Very important


  1. How important are clear instructions to the class's achievement?
    *
     
      1 2 3 4 5  
    Not at all important  Very important


  1. If your teacher gave clearer instructions, do you think you would learn more?*
    Yes
    No


  1. If your teacher gave clearer instructions, do you think you would achieve better results?
    *
    Yes
    No


  1. If the teacher gave clearer instructions, do you think the class's behaviour would be better?*
    Yes
    No


  1. Do learning objectives outlined at the beginning of the lesson help you understand the purpose of the lesson?*
    Yes
    No


  1. Do learning objectives on the bottom of a powerpoint slide remind you of purpose and keep you focused on the task?
    Yes
    No


  1. What do you think is most important when giving instructions so you understand them? Rank these in importance, where 1 is most important
        1 2 3 4 5 6 7 8 9 10 11 12 13
    Use of imperatives / commands (e.g. 'Tell me ...')  
    Re-introduces the topic from a previous lesson before asking new questions  
    Questioning on a new topic to diagnose how much students know / brainstorming  
    Teacher initiates question / Student gives response / teacher evaluates response  
    Elaboration and clarification: repeats student response and promotes student understanding  
    Inclusive language  
    Immediate feedback  
    Images to support instructions  
    Demonstrations to support instructions  
    Written text to support instructions  
    Addressing students by name  
    Exploratory language (asking students to think out loud)  
    Stress and repetition of words/phrases  


  1. What helps you to learn best?
    (This can be anything, not just your teachers instructions)*


  1. Are there any questions above that you would have liked to explain or give further information? Use this space here.

    THANK YOU. Your contribution is extremely helpful to the improving quality of teaching :-)





Melanie Henry