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Hyundai Senior High School

Student, Teacher and Self Evaluation of Teacher: Alex Walsh

Spring Semester

2012-07-04

Section 1 – Structured Student Responses – Page 2

Section 2 – Unstructured Student Responses – Page 3

Section 3 – Co-Teacher Evaluation – Page 9

Section 4 – Self Evaluation – Page 10

Notes - Page 11

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Section 1 – Structured Student Responses

Totals Strongly

Disagree Disagree Neutral Agree

Strongly

Agree Total

You were given clear information

about what you could hope to

achieve in this course.

2 7 28 58 53 148

The lessons helped you prepare for

the assessment. 2 4 24 65 53 148

The level of the exam was

appropriate. 21 23 27 43 34 148

Started and ended classes on time. 1 3 20 38 86 148

Provided organized classes. 0 1 11 38 98 148

Used different methods of presenting

activities e.g. audio, visual, and

written.

0 0 9 41 98 148

Provided opportunities for students

to practice creative thinking,

divergent thinking and critical

thinking.

0 3 27 53 65 148

Provided students with enough time

to complete activities. 0 4 21 51 72 148

Gave instructions clearly and

repeated instructions. 0 0 14 43 91 148

Made students feel free and

comfortable to ask questions and to

ask for help if they didn’t understand

an activity or expression.

1 1 13 41 92 148

Encouraged all students to

participate in class. 1 1 7 58 81 148

Gave students a chance to practice

using the key expressions in class

time.

0 1 16 47 84 148

Was enthusiastic about teaching. 0 0 7 36 105 148

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Had clear rules for the classroom. 0 0 8 39 101 148

Provided praise when students

completed an activity well. 0 1 7 27 113 148

Offered advice on how students

could improve on their performance

in class.

0 3 10 51 84 148

Was available outside of class hours

to talk to students and offer advice. 2 4 34 46 62 148

Treated all students fairly. 0 3 12 35 98 148

Made you feel comfortable in the

classroom and created a good

learning environment.

0 5 8 34 101 148

Did not provide answers, but helped

students discover their own answers. 0 1 12 41 94 148

Provided opportunities for individual

work, pair work and group work. 0 0 7 34 107 148

Made students feel appreciated for

their hard work. 0 3 13 37 95 148

The teacher displayed students work. 0 0 6 17 125 148

Created a bright and energetic

looking classroom that encouraged

learning.

0 3 8 35 102 148

TOTAL 30 71 349 1008 2094 3552

PERCENT 0.844595 1.998874 9.82545 28.3784 58.9527 100

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Section 2 – Semi-Structured Student Responses

Note – These questions were optional, so if a score, for example, is 23%, that does not mean 23% of all students,

but 23% of the students that responded to that question.

Questions:

What would you like more of next

semester?

What would you like less of next

semester?

What type of activities do you enjoy the

most?

What type of activities don’t you enjoy?

What type of activities do you learn a lot

from?

What type of activities don’t you learn

from?

Any further comments?

Student Responses (see next page)

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Creative

Activities

14%

Films

51%

Group Work

9%

Culture/Places

5%

Role Play

3%

Key Expressions

1%

Songs

2% Writing

1% Outdoor

Work

7%

Pronunciation

1%

Games

1%

Speaking

4%

Sports

Related

1%

What would you like more of next semester?

Homework

15%

Writing

19%

Individual

Work

10%

Vocabulary

8%

Role Play

2%

Films

2%

Nothing

15%

Creative

27%

Group Work

2%

What would you like less of next semester?

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Creative Activities

30%

Group Work

19%

Films

49%

Quiz

1% Sports Related

1%

What type of activities do you enjoy the most?

Homework

13%

Key Expressions

30%

Writing

13%

Creative Activities

14%

Films

3%

Individual

3%

Nothing

24%

What type of activities don’t you enjoy?

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Key Expressions

29%

Group Work

13%

Divergent Thinking

3%

Films

29%

Creative Activities

11%

Games

3%

Presentations

1%

Everything

8%

Speaking

3%

What type of activities do you learn a lot from?

Key Expressions

22%

Drawing

45%

Writing

11%

Homework

22%

What type of activities don’t you learn from?

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Easier Test

12%

Teacher Praise

88%

Any further comments?

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Section 3 – Co-Teacher Feedback

- He presents clear objectives before the class begins.

- He knows how to motivate students.

- He controls students very well and knows when he must be very strict and fair.

- His class is well-organized and goes as planned in advance.

- He encourages students to do creative and divergent thinking.

- In every lesson students are needed to speak, listen, and write.

- Through group activity, students learn how to cooperate to complete their task.

- He uses a variety of educational teaching materials.

- He is always concerned about how to make his classes helpful and interesting to students.

- He pays careful attention to each student while they are working in groups, especially to low-level

students.

- He involves Korean co-teachers in classes and is very open to get opinions from them.

- He finds and uses proper video clips for the class topic.

- He gives the students more than three chances to practice the target expressions through a variety of

activities.

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Section 4 - Self Evaluation

The feedback from both my students and co-teachers has been overwhelmingly positive, however there is still a

huge amount to learn from the feedback I have received and my self-assessment of the lessons I have taught. I’m

going to split this into four sections: firstly, I’ll look at things I need to keep doing (that I have started doing and

have worked well), secondly, I’m going to consider things I need to start doing and finally, things I need to stop

doing!

1) Things I Need to Keep Doing (I’m going to concentrate here on things I don’t feel I did so well in previous semesters.)

i) Use of Short Films

The response to the use of short films in class (usually between 1 minute and 10 minutes) indicates that students

are really enjoying them and seeing the benefit of them. I think there are a number of reasons for this:

1) Teenagers now live in a much more visually stimulating world. Everything is on

computers or T.V’s, and this is what the students are used to.

2) Some of my classes are very mixed ability. Short films allow my extremely low level

students to understand the general gist of what is happening, what information they get

visually can help them understand and contextualize the language that is being taught.

For my highest level students videos often come with very natural pronunciation and

expressions, this presents a great opportunity for them to hear language how it is

naturally used.

3) Videos allow students to absorb culture as well as language. I find my students

genuinely interested in other cultures around the world and video present a great way

for them to explore that.

ii) Praising the Students and Displaying Their Work

It has really become apparent to me this year just how important praise is to the students. My girl classes visually

show how much they want positive feedback and so it is easy to find opportunities to provide them with positive

feedback and praise. At this age boys can’t really be seen to desire positive feedback from the teacher, I think this

is especially apparent if the teacher is male. This means it is harder to find opportunities to provide them with

positive praise and feedback. From the student feedback it seems I have done this successfully with my first grade

boy classes, but not my second grade boy classes. The classes are much larger and the boys are naturally much

louder and more boisterous, so it is harder to find opportunities. Next semester I really need to actively find

opportunities to provide them with positive feedback.

We’ve done two activities this semester purposely designed to give the students opportunities to make some

really great work that can be displayed all over the class. The feedback shows the students have both

acknowledged and appreciated this. Other than this feedback I have noticed the students really taking a keen

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interest in other classes’ work that is displayed around the room. It seems to have created a kind of competition

between the classes.

iii) Having Clear Rules

Although I have the same rules this semester as last semester, I am working at a different school that provides

more levels of support when enforcing rules. This semester has shown just how important the support of the

institution is in enforcing rules. As an example, last year if a student walked into class 5 minutes late eating cake

nothing was done about it, although I disciplined them, the institution itself took no interest in this. This semester

there are clear consequences, both from myself and the institution, regarding the consequences of a student’s

actions. It has become very clear how important having your institution on your side regarding discipline is.

iv) Multiple Intelligences & Learning Styles

Something that has been made absolutely clear in the feedback from the students is the variety of learning styles

and preferences the students have. The students indicated that they recognized the use of many different forms

of activities, but when asked what they would like more/less of next semester and what they enjoyed/didn’t enjoy,

other than wanting more short films, there was a huge variation. For me, this clearly shows the importance of

providing students with a range of activities and stimuli in order to keep all students motivated and interested in

class.

2) Things I Need to Start Doing

i) Giving Students More Time to Complete Activities

Although the students rated me favorably for this it was still one of my lowest scores, and I have to say that on

reflection I absolutely agree with them. For the majority of the semester I was at conflict with my institution. They

wanted me to teach key expressions every class, I wanted to teach skills. This meant I was trying to fit both into a

50 minute period and the classes felt a bit too rushed. I’ve now reached a compromise with my school; we are

going to have spread topics over two classes, meaning half the compulsory amount of expressions and more time

for skills. This will hopefully result in the classes being less rushed. It’s amazing just how observant the students

are.

ii) A Better Introductory Lesson

I started at a new school this semester and my directives were to start teaching my syllabus from the very first

class. They asked me to only take up 10 minutes for introductions etc. and I used this time for making the rules of

the classroom clear and introducing myself. I think this was a mistake and something I should have strongly

objected to. The students have shown in their feedback that they weren’t sure exactly what they were supposed

to achieve from the course, something that should have been made clear to them in the introductory lesson.

Although almost all the classes adapted well I think this could be partially responsible for the behavioral problems

one class faced at the beginning of the semester. Quite simply they weren’t sure why they were there. This is a

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mistake I won’t be making again.

iii) Explaining the Reason behind Activities

On reflection something I hardly did this semester is tell students why we were doing the activities we were doing,

what skills were we practicing, what could they achieve from the activity, how is it useful for them in real life etc.

This is shown in the relatively low score for ‘providing students with opportunities to practice creative thinking,

divergent thinking and critical thinking’. Although I strongly believe these skills were practiced in almost every

class I didn’t make the students aware of this. This is definitely something for me to bear in mind next semester.

3) Things I Need to Stop Doing

i) Compulsory Homework

Feedback from the students is quite clearly against homework, and on reflection I think they might be right!

Why am I giving them homework? The honest answer is ‘I’m not sure.’ Maybe because it’s what my teacher did

when I was at school, maybe because I want them to see my class is serious, maybe it just felt right.

What did I achieve from it? Probably not much, the students who wanted to do it did it, and I hope gained from

it (it was usually to interview someone, in English, on the topic we had done in class), but by forcing students to

do it who didn’t want to meant that all they were probably doing was either copying their friends answers or

making it up. Next semester I will make students aware of the reasons for doing the homework, but make it

optional. This will also mean I have fewer to grade and so can do a more thorough job.

ii) Presuming I Can Motivate 2nd Grade Boys with Stamp Sheets!

The 2nd grade boys have made it very clear to me this semester they really don’t care about stamp sheets (a

technique that works very well with my other classes). So, I’m going to have to think of something new,

something sports related. At this point I’m not sure what, but I have a month to figure it out!

Notes

i) This is the first time I have performed such an extensive self evaluation and the amount I have learnt from it has

been invaluable. I wasn’t required to do it by my school or regional office, and it took a lot of time to put

together all the data, but I highly recommend doing it. The main reasons I have never done this before is firstly,

because I’ve never been required to do it, and secondly, because I was nervous that the feedback might be

negative. However, I really encourage teachers to do this once or twice a year as you will be surprised how much

you will learn, both about what your co-workers and students appreciate in your work, and what you can improve.

In terms of professional development, it seems essential.

ii) The low score for the ‘level of the exam was appropriate’ is something I haven’t mentioned as it is not

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something I had much (or any) control over. The results of that question have been fed back to the institution I

work and it is something that we are going to work closer together on next semester to rectify.