VI. Students' Perceptions and Feelings
Most of my work in evaluating and observing student engagement found itself in my own reflections; I realized that I never asked students themselves how they felt about participating verbally in class. To investigate student perceptions on participation, I gave my two 9th grade classes an anonymous survey with four questions that first asked students to rate their comfort levels with speaking aloud in class on a scale of one to five and then the other questions asked why they felt uncomfortable and what would make them feel more comfortable to verbally participate (Artifact 6). With five being the most comfortable, only three students rated their comfort level in verbally participating in class discussions below a three (see Chart 1 below). Therefore, according to students, most asserted that they were comfortable participating in discussions.
The responses to the next question about why students felt uncomfortable participating (if they did) were troubling to me. The most common responses were the following: does not apply; do not like the focus on them; worry they will say something wrong; and worry someone will laugh at them (see Chart 2 below, use right tab). From my perspective, I had cultivated a positive classroom environment, yet these responses seemed to uncover that perhaps students were not as comfortable as I had perceived. Perhaps I had cultivated a good relationship between students and myself but not so much an environment in which students felt comfortable with one another. In response to how students would feel more comfortable speaking in class, students responded most that it did not apply to them, nothing, and then by getting to speak to a neighbor first and by having more time to think (see Chart 3 below, use right tab). This survey left me more puzzled and a bit discouraged.
If students for the large part were not uncomfortable speaking in class, maybe then they were bored or disinterested in discussions. Perhaps I was not creating an environment where students felt motivated or invested in the discussions. If “Success is the greatest motivator in existence,” how could I “‘Create Success Opportunities’ for each and every one of [my] students”? (Chamberlin, 1976, p. 29). Because both engagement and motivation are a combination of comfort level and investment or student buy-in, in what ways could I increase interest levels for all of my students and not just the few who regularly participated?
The responses to the next question about why students felt uncomfortable participating (if they did) were troubling to me. The most common responses were the following: does not apply; do not like the focus on them; worry they will say something wrong; and worry someone will laugh at them (see Chart 2 below, use right tab). From my perspective, I had cultivated a positive classroom environment, yet these responses seemed to uncover that perhaps students were not as comfortable as I had perceived. Perhaps I had cultivated a good relationship between students and myself but not so much an environment in which students felt comfortable with one another. In response to how students would feel more comfortable speaking in class, students responded most that it did not apply to them, nothing, and then by getting to speak to a neighbor first and by having more time to think (see Chart 3 below, use right tab). This survey left me more puzzled and a bit discouraged.
If students for the large part were not uncomfortable speaking in class, maybe then they were bored or disinterested in discussions. Perhaps I was not creating an environment where students felt motivated or invested in the discussions. If “Success is the greatest motivator in existence,” how could I “‘Create Success Opportunities’ for each and every one of [my] students”? (Chamberlin, 1976, p. 29). Because both engagement and motivation are a combination of comfort level and investment or student buy-in, in what ways could I increase interest levels for all of my students and not just the few who regularly participated?