How Am I Doing? Soliciting Student Feedback in the Secondary English Classroom

Autor/in	Davis-Porada, Natalie
Titel	How Am I Doing? Soliciting Student Feedback in the Secondary English Classroom
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 4, S.389-403 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-08-2022-0100
Schlagwörter	Feedback (Response); Student Evaluation of Teacher Performance; English Instruction; Grade 10; High School Teachers; High School Students + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin
Abstract	Purpose: This study aims to explore three methods of soliciting student-to-teacher feedback in a tenth-grade English classroom. Design/methodology/approach: The foundational inquiry asks what type of instructions -- sentence stems, open-response or directed-response -- yields the most honest and actionable responses when soliciting feedback. The data were coded for the presence and quality of constructive feedback and rationales, and their content was examined for classroom implications relating to the inclusion of student voice writ large. Findings: The three sets of anonymous responses, each prompted by one of the types of instructions named above, suggested four trends irrespective of solicitation style: students were unlikely to critique their teacher; students seldom provided a rationale for their comments; students often spoke more about the personal rather than academic nature of their experiences; and students often addressed the class environment and the class collective as integral to their learning experiences. Originality/value: These trends encouraged six considerations in the practice of including student voice in the author's own classroom and beyond: we must validate student critique, co-define concepts that are central to effective feedback, time invitations thoughtfully, create a constant feedback loop rather than isolated collections, invite feedback practices that are collaborative among students and let go of singular notions of student voice. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01