Student Voice / CHAPTER 3: RESPOND TO STUDENT FEEDBACK AUTHENTICALLY
Student Voice Big Idea - Respond to Student Feedback Authentically
Strategies for responding to student feedback authentically

Description

Students have expertise on how they learn best and how they feel in a classroom. Drawing on this expertise can both help teachers in providing instruction that is most suited to the strengths, needs, and learning styles of their students and promote stronger student engagement. Responding authentically to student feedback and suggestions will motivate students and empower them to use their voice and enhance their sense of self and autonomy (1). Teachers who respond to student voice in their classrooms demonstrate to students that they are valued and respected members of the classroom (2). Additionally, soliciting and responding to student feedback can help teachers assess classroom climate, the effectiveness of their own teaching instruction and practices, and the content of what they are teaching as well as identify areas for future professional learning (3) (4) (5).

 

For in-depth practice recommendations, check out the next pages in this chapter.

 

References

  1. Mitra, D. (2006). Increasing student voice and moving toward youth leadership. The prevention researcher 13(1), 7-10.
  2. Oldfather, P. (1995). Songs “come back most to them”: Students’ experiences as researchers. Theory into practice, 34(2), 131-137.
  3. Mitra, D. L. (2004). The significance of students: can increasing "student voice" in schools lead to gains in youth development?." Teachers college record, 106, 651-688.
  4. Mandouit, L. (2018). Using student feedback to improve teaching. Educational Action Research, 26(5), 755-769.
  5. Ferguson, D. L., Hanreddy, A., & Draxton, S. (2011). Giving students voice as a strategy for improving teacher practice. London Review of Education 9(1), 55-70.

Associated Measures

To help teachers track their progress in incorporating student voice, Elevate uses several survey questions:

  • This week in class, I had the opportunity to make a choice about my work.
  • This week in class, I felt like an idea I shared was taken seriously by my teacher.
  • This week in class, my teacher responded to student suggestions to make our class better.