The primary goal of any educator is to ensure students always feel supported and confident in the classroom. However, it isn’t always easy in a busy environment where the needs of each student can be overlooked, and it can take time to build trust. This is where regular check-ins with students can help to establish a solid method of communication that allows for an exchange of honest questions, feelings, and opinions between students and teachers.
Our surveys offer a structured way to reach out to students and gather insights about their mood, academic confidence, and how they perceive themselves in the classroom. Our carefully curated question bank provides a variety of questions you can use to create your surveys as often as you’d like. Regular check-ins with students help to identify potential (and existing) issues sooner, allowing you to acknowledge and address any concerns before things deteriorate. For instance, you may ask How do you feel when you leave my class? or Did you understand the lesson today? to understand the mood and confidence of your students.
Creating a consistent dialogue with students about their feelings can be reassuring and create a positive classroom environment, especially when starting a new school year or semester, or approaching school breaks.
Data gathered from student surveys can help inform your decisions in the classroom and provide targeted interventions quickly. Checking in via surveys is a fantastic way of boosting confidence in the classroom and demonstrating that you value the feedback your students provide. It reminds them that you want to know how they’re doing and are interested in more than just the grades they get.
This academic year, why not try running weekly, biweekly, or even monthly surveys to check in with your students? Make surveys a routine part of your classroom and stay connected throughout the inevitable highs and lows of the school year.
*All educators signed up to Gedit will have access to our research-backed question bank aimed at addressing student well-being, sense of belonging, and academic confidence.
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