I do not think it is good practice to publicly reveal the results of pupil voice. However, below are the working documents where I summarised the results of my autumn term pupil voice. Its purpose is to show how I summarised the qualitative data, and how I might respond in the focus of my lessons. The most important things to note about pupil voice, though, are:
1) Pupils to note that their judgement about the purpose of the lessons is infinitely less sophisticated than mine.
2) Pupils to note that the purpose of their ‘pupil voice’ is primarily for them to reflect on their own learning.
3) Responses with specific examples are given more credence than those with only a few words of summary.
4) Pupil voice should only be shared between the classroom teacher and that specific student.
5) Pupil voice should (for me, at least) be anonymised. A teacher will always be able to guess who has written what, but students seem not to abuse that anonymity.
6) Having a chance to see patterns of pupil perception.
7) The ethos of the school affects the ethos of the pupils, but a teacher is still the greatest influence in the classroom. Pupil voice sometimes shows this.
8) The teacher’s judgement is still sovereign about how the lessons should be run. Many people like ‘easier’ and ‘more fun’. It is impressive how many pupils don’t want this.
Work that inspired students the most was writing to primary school, and presenting to class. Some enjoyed writing at length about their character. One impressively said they worked hardest in the topic they found hardest; poetry.
Working harder in distinct homeworks. One mentioned confidence in group work. A few made mention of seeing other homeworks, and wanting to achieve that standard. Impressively, some of these gave specific targets. A fair number of students remember having an ‘off-day’ when completing certain pieces of work, which emphasises the importance of regular summative assessments.
Universally positive, with specific comments about positive spirit in lessons.
A few students felt the work was pitched right, and a substantial number wished to be stretched further.
Positive responses, and those not still begrudingly accepted its worth.
80% of students remembered specific targets relating to different aspects of work. Impressive.
Can I ask for help?
Positive. If I’m helping someone else, that means my help isn’t seen as available. Pupil praise for fist of five to show understanding.
Of the things that I agree with, some deepening on a subject is useful. Also, extensions of grammar activities where you create your own examples would be useful for some students. Also, speech slowing down at times, too!
Much happier with the work manipulating subordinate clauses, because there was a feeling of mastery and control in writing.
Generically outside of assessment periods
Positive, but aware of sanctions and firmness if silliness is attempted.
Most say the work is pitched right and changes: a few wanted to have increasingly difficult work later in year.
An awareness from some to try harder.
Standard of work
At least two thirds of targets were specific to English-related aspects of work.
Impressed with how students exclaim that work is explained clearly so help is not needed before task is started.
Students’ perceptions related mostly to ‘fun’ or ‘not spend too long on one subject’. I feel things are fine.
I was impressed by the range of work that students felt that they worked hardest in.
Mostly on evaluation and inference. Pleasing self-reflection from those that wanted to improve themselves the most.
Pertinent comments, not sycophantic.
Some students distinguished between finding work ‘confusing’ and ‘difficult’ and many feel ready to be stretched.
An impressively positive attitude towards homework is shown.
Standard of work
Mostly specific, with some impressively applied.
Confident to ask, work is explained clearly with examples prior to being asked.
Students commented on the balance of resilience on shorter tasks. Extended tasks and recreations were requested.
Impressed that students feel that creating their own L/O ability shows how much they have learned. I feel it has shown an effective focus in the lesson.
The 15-5-1 plan was similarly appreciated as an opportunity for students to extend themselves.
Stopping to analyse the book. I agree, some kind of annotation would be useful (although expensive!)
Some homework focus
Pyramid plenaries, with more time given to do so occasionally (agreed).
Drama and dual motivation work
Positive, but sometimes strict on little things. I am!
Suitable level, with appreciation of varied lesson plan structuring. More desire from some to see finished examples of essays and the like. Something to build into the rubric?
Deeply impressive comments about homework which deserve to be published in a wider report for school and teachers. Unusual and interesting are key.
Standard of work
Almost entirely specific to work completed using the language of the criteria
To continue to be strict about homework deadlines and not give reading homeworks.
Need to be serious, but also be fun, too.
Needs to offer reward, rather than the feeling of constant assessments
Students feel they are working hard and well.
More focus on homeworks.