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Culture for Goals Questionnaire

[memb_has_any_tag tagid=Re-engaging]Return to Re-engaging students with Achieving Goals[/memb_has_any_tag][memb_has_any_tag tagid=Engage students in achieving goals,Learning habits in a Nutshell Phase 1 ed. 2,Stepping stones phase 1 ed 3,Stepping stones phase 1 ed 4]Return to How goal friendly is your classroom culture ?[/memb_has_any_tag]

In the questionnaire you will find twelve questions about teaching habits.

Each question contains two statements: the one prefaced with (A) is representative of conventional ‘good teaching’; the one prefaced with (B) describes a learning-powered approach in learning-friendly classrooms.

Look at each pair of statements carefully and; pick an answer that represents where you think your practice falls in the spectrum between (A) — result ‘1’ — and (B) — result ‘6’. The scale is as follows:

1 My practice is like statement A
2 My practice is quite close to A
3 My practice is a bit nearer A than B
4 My practice is a bit nearer B than A
5 My practice is quite close to B
6 My practice is like statement B

Required fields are marked *

1.a) I see it as my job to give students goals to be achieved.
b) I offer my students ways of devising their own relevant goals. *
2.a) I concentrate my efforts on students achieving performance goals.
b) I ensure my students pay equal attention to improving their learning behaviours and achieving their performance goals. *
3.a) I give my students formats for planning their work.
b) I offer a range of ways for planning learning and allow students opportunities to select which to use. *
4.a) The language of my classroom concentrates on subject specific vocabulary.
b) A learning language dominates classroom talk through ongoing discussion about the ‘how’ of learning. *
5.a) My feedback to students concentrates on how they can improve their work.
b) My feedback to students also offers advice on how they can improve as a learner. *
6.a) Talk in my classroom is about achieving attainment targets.
b) Talk in my classroom is about how learning behaviours can be harnessed to achieve attainment targets. *
7.a) I give students the strategy or routine for achieving their performance goals.
b) I encourage my students to try several approaches in order to reach their goals. *
8.a) I provide students with the goals/objectives and success criteria at the beginning of a lesson.
b) My lessons are planned around objectives but I often keep these to myself and have students work out what they may have been. *
9.a) I give students a very clear picture of what an outcome must look like.
b) I encourage my students to visualise, decide and explain what their goal/end result might look like. *
10.a) I praise my students when they achieve their performance goals.
b) I offer my students praise when they become more skilled in their learning behaviours. *
11.a) I praise my students for following a plan I have given them.
b) I praise my students when they produce and follow their own realistic plans for achieving their goals. *
12.a) I display excellent work on classroom walls to show how success criteria have been met.
b) I encourage my students to display and share work that illustrates the steps involved in meeting their own success criteria. *

14 Responses to Culture for Goals Questionnaire

  1. Rick Webber 12th May 2018 at 9:42 am #

    I do both

    • George Boyd 18th May 2018 at 10:07 am #

      All the great teachers do both at different times in their lessons!

  2. Geraldine Bedford 20th June 2018 at 8:02 am #

    I agree with Rick and George, but as an LSW I feel that our practise looks at the more “supportive” aspect of a lesson. We do not have the same “constraints” as a teacher.

  3. Cindy Ham 17th February 2019 at 10:55 am #

    Mathematics tends towards clear goals and how to attain them. I agree it is beneficial for students to see alternatives and be creative with their solutions, but I am lost how to attain an HSC and not have clear teaching goals.

  4. Rodney Braine 18th February 2019 at 4:40 am #

    I find that I am better with older students as I find they are more self directed and responsive. I need to work on the younger ones.

  5. Leonita Punzalan 19th February 2019 at 9:50 am #

    I am challenged to have the right balance in creating a learning atmosphere where students are expected to develop goals for performance in the HSC and their learning behaviours.

  6. Rosemarie Harriott 19th February 2019 at 10:35 am #

    I do both at different times, but have found it easier to push the learning dispositions since having Leanne Day come and evaluate our lessons.Sometimes as teachers I can see we may feel constrained by the teaching content, but when given the freedom to really base lessons on learning dispositions I found it easier to plan and teach (perhaps easier in ELC than other parts of the College though).

  7. Thomas Groves 20th February 2019 at 3:52 am #

    I really enjoyed the celebration of learning. To give praise to a student for the way in which they were able to achieve their answer is a great tool that I don’t utilise as much as I should.

  8. Joshua Baissari 20th February 2019 at 3:55 am #

    I’m glad that I praise students for their efforts and not just performance on tasks and during class. This emphasises to me the need to praise students’ efforts towards their own goals and in relation to growing their learning habits.

  9. Terie Keough 20th February 2019 at 6:15 am #

    The big picture is set by the teacher, but the goals are set by the students. They have their own method of achieving and we should celebrate their personal best.

    We celebrate all learning and display all students work. As we celebrate they lift their goals and strive to set bigger goals and achieve more. One student is not competing with another, but with themselves to do their best.
    Something worth celebrating!

    I find exposing students to the big picture, those that have gone before, those from outside the school, those that have overcome gives hope and instills belief in their ability.

    We need to speak that into them

  10. Geraldine Paynter 27th February 2019 at 9:56 am #

    There are times when different classes require a different emphasis – my challenge is to move my senior classes into a more learning friendly zone – reorganising my approach so that the responsibility for learning is shared.

  11. Angela Myatt 31st March 2020 at 12:30 pm #

    I do both at different times.

  12. Rachel Hughes 5th May 2020 at 1:43 pm #

    Need to work on getting children to plan their goals

  13. Michelle Robinson 5th May 2020 at 3:51 pm #

    I need to let them to take the reins more.

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