Looking Back on the Year

IMG_1917Another school year has sped by and I am again looking “through the rear view mirror” at another journey in the classroom.  Although bumper to bumper end-of year parties, assemblies, and classroom textbook return may create a sizable jam, I find that building some reflection time into those last few classes is essential.

Here are five “fuel efficient” ways for teachers to assess how the year went and to make next year even better:

  • “Scale” Response: A simple classroom feedback scale is an excellent tool to help students communicate general feelings about their classroom experience. Soliciting anonymous student feedback about what was “too much,” “too little,” or “just enough” during the school year takes only a few minutes, but can provide invaluable insights for improving instruction.[1]  These are also easy to administer online with survey tools such as Google Forms.
  • “How-To” Pamphlet: At the end of the year, our students are the “experts” on being in our classes. Accordingly, I encourage students to share their expertise by making “pamphlets” to guide next year’s students through a successful year. A black sheet of paper folded into thirds with such headings as, “The Year in Summary,” “Tips for Success,” and “This Year’s Highlights” provides a terrific end-of-year wrap-up and a peer-supported welcome when school resumes in the fall.
  • Pre/Post Assessment Review: In my language arts class, at the beginning and end of each year, students take a pre-assessment and post-assessment in which they answer the same literature analysis questions.   At the end of the year, I distribute these assessments for their review (before teacher feedback/grades are shared). Challenging students to identify two or three specific areas of improvement on their own reinforces a sense of “ownership” of their learning. Moreover, encouraging students to share their observations provides a wonderful “wrap up” discussion about the year’s accomplishments, learning trends, and accomplishments.
  • Written Student Reflections: Student self-reflections are another meaningful way to collect information about whether “it was a good year.” They also provide insights about student understanding, readiness for additional challenge, and activities that students find particularly meaningful. Student reflection questions that yield meaningful feedback may include prompts such as: What challenged you the most this year? What about this class would you enjoy? What would you change about this class? If you could plan a lesson that would improve this class, what would it be? (I have sometimes found some wonderful, fresh ideas for instruction this way!)
  • Invite Parent Feedback: Keeping school-home communication avenues open throughout the year is essential for classroom teachers. In addition to the fact that strong family-school partnerships support student learning, children will sometimes share perspectives with their families at home that they do not express at school. At the end of the year, sending home a form for parent written reflections and suggestions is one way to invite summative feedback from parents. Also, a simple email or phone call to parents at the year’s end to celebrate their child’s success, provide suggestions for summer practice, and/or identify areas of strengths and challenge is a natural way to open dialogue that can potentially deepen a teacher’s understanding about the overall classroom experience.

[1] Dr. Richard Best modeled the “too much” “too little” “just enough” categories to collect feedback in his graduate class in Educational Leadership at National-Louis University.  This idea for collecting feedback to be helpful both when leading professional development sessions for colleagues and when teaching elementary students.