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I've never been taught how to analyse or use the student voice in any kind of systemic way

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1-1 conversations with students as lessons and workshops are running mostly.

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One significant barrier is having the time to properly analyse the student voice we are collecting. Using the talanoa tool analysis questions and otter AI has definitely helped with this, but it still feels like a barrier when there are so many things competing for our time.

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Informal conversations where you can ask students how they think a lesson is going at the moment and then you can see if you have set clear expectations

You may also have a student say something like "Why are you picking on me" so it gives you feedback on how you are dealing with student issues. Are you following a PB4L approach or have you taken your own approach?

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I would probably only act on a common denominator, and concentrate on that one thing, a lot of responses that are to broad or not common could easily be interpreted as more a "student problem" than a "teacher problem"

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Mainly time constraints and tech expertise to analyse the data effectively

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For collecting some people may not be that open to hearing the negative feedback or they don't know the right questions to ask or how to implement any changes

In terms of using it, if you get feedback from all classes it is a lot of data to go through and can be overwhelming to process it all

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What is our student voice vision?

What are we trying to improve?

What are we going to do with the voice?

How does it feed into our practice to support our teaching?

How can we build enough 'trust' with students that their voice is 'safe' and reliable?

How do we know that the voice authentically represents the students who have legitimate issues to address?

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Finding time or space - if it is verbal student voice and I want to record it, I need a space where we can work uninterrupted.

Students themselves trying to figure out what I actually want to hear instead of just being honest.

Moving away from "you're a good teacher" type comments which while lovely to hear, aren't super helpful for me to change/reflect on my practice.

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Timing - best practice - support - intention

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When I gather information via google form, I will generally read through the responses and get an overall impression - but probably only act on anything that seems particularly concerning or a prevailing opinion. Previously I've tracked statistics but didn't really do anything with them except put it in my professional teaching portfolio as evidence.

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Not being confident enough with the subject to use it to improve your practice.

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Depending how things are going in our lives we may take it full on and change our practice or we'll make small tweaks or we may read it and not have the capacity to change at the time or just not know how to make those edits or you may take down notes for how you can change things for next year

Sometimes the feedback gathered may not be that useful (such as when kids say change nothing you are great)

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I usually have a quick browse, but I think I don't do justice to the data that has been collected. I wish there was an easier way the data could be collated and analysed.

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This has really shifted for me this year as a result of the work we are doing with Laurayne Tafa. In previous years it was always via an anonymous google form. Now I am beginning to habitually use the talanoa tool questions in class to collect student voice about the particular lesson. The process and purpose are both so different and I'm learning heaps about my practice. It's allowed me to identify particular areas that need development that I don't think I could ever have realised from the questions I was asking on my google forms. Although I do plan to keep doing the forms about twice a year to gather broader feedback from my classes.

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To identify 'weaknesses' with the intension of strengthening these to improve student experience - also to identify strengths in order to keep this going.

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Collating the data and finding trends between each classes. Then you can use that data to reflect on what has happened and try to find the root cause of the student perspective.

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time. The end of term tends to be filled by assessments and assemblies, limiting the time we can dedicate to collecting feedback

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I use it to determine if I need to go back over a concept/revisit a lesson. I use it when teaching something again/the next year to restructure my planning or change the way I teach something.

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I think the barriers are designing relevant surveys and the constraints of the calendar, curriculum requirements and translating the information into meaningful, sustained change.

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Evaluation of lesson outcomes individually, and across schemes of work. Identifying things that work and things that don't.

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Students can be nervous to give student feedback and even when told data is collected anonymously, they might not trust that they are safe in the process. Often feedback can be what they think we want to hear.

Equally, I have struggled with brevity in responses and I am unsure how to get more . I am thinking particularly around questions like "What could I do more of to help your learning?" etc.... and often get "nothing" or "don't know"

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Improve our teaching and act on our weaknesses

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Fitting it in to the course content that we have to deliver - making it feel seamless and not like it's interrupting the flow of the learning.

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I will often have informal conversations with students about the lesson and if they felt they understood the content or task clearly. I also do end of unit/term forms for some classes.

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I will often have informal conversations with students about the lesson and if they felt they understood the content or task clearly. I also do end of unit/term forms for some classes.

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I think gathering feedback is probably pretty common, we're encouraged to do it as part of our PGC and at teacher training school. However, it doesn't always feel strategic.

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Informal check-ins, using google forms, using our "Talanoa Tool" questions, traffic lights (green I get it, it's easy, orange I'm starting to get it/I need more time, red I'm lost)

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Knowledge, having an arsenal of different ways to collect SV and knowing the best questions to ask. I have not had any learning around this, apart from seeing generic google forms etc.

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Establishing relationships with students to ensure that the feedback is honest and workable. Understanding outliers or filtering out data that is submitted in jest.

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Usually Google form. I should opt for a more experimental option:))

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Mostly informally and formative. Student interaction with learning through engagement, behaviour and assessment outcome. One-on-one chats with students about how things are going.

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Google forms - and maybe informal class discussion?

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The end of year forms are helpful for overall teaching practice and informing how I would like to start off the following year, however, it is less helpful in understanding individual student needs.

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sometimes it might not be used, sometimes it informs teaching or strategies for support, it allows them to leave the classroom (exit pass), it is their ticket in (entry pass)

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sometimes it might not be used, sometimes it informs teaching or strategies for support, it allows them to leave the classroom (exit pass), it is their ticket in (entry pass)

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Informal conversations with students, as well as google forms. Getting a gauge of understanding through one on one discussions.

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On a google form, informal feedback asking questions to students, post its

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I ask them to collect feedback for their subject / content / class work, to inform decisions they make for assessments, far more than I ask them for their feedback on their experience of my teaching.

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Student voice- how common do we collect this information

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Student voice- how common do we collect this information

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A poll of one- not enough past the start and end of courses.

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I use the mid-year student voice to inform and tailor what my students need from me in term 3 - this is especially for seniors, in particular, year 12 ENG students who are potentially starting to move away from school into other courses and work etc.

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Just the sheer number of things we have to keep track of day to day, and over the term/year. It can be one of the things that falls by the wayside relative to other parts of our in and out of classroom practice.

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It might be fairly common as it is a requirement for the PGCs, but its efficacy might be a moot point

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Most teachers would be gauging what students think of learning.

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I think it depends on the person, I have been one to collect it at the end of each term but I don't think that this is common

People are probably more likely to collect casual off hand feedback rather than proper feedback on a form

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I think collecting student voice is pretty common at the end of the year and, speaking for myself, I am generally more comfortable asking for feedback on class content and learning. Then when I have built a relationship with a class, I can move to feedback on my practice and the "how".

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I think collecting student voice is pretty common at the end of the year and, speaking for myself, I am generally more comfortable asking for feedback on class content and learning. Then when I have built a relationship with a class, I can move to feedback on my practice and the "how".

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I think it is fairly common, I hear my colleagues talking about collecting student voice regularly - both in formal and informal forms. I know I probably collect more informal student voice, though being in the Relationships Working Group has meant I have worked to collect student voice more often. I also like to check in and "sweep" the class - looking at how engaged they seem to be, the enthusiasm for a task and the type of questions students ask is also part of what I do to collect student voice without them realising I am.

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So far all I have done is put out an end of term/semester questioner.

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conversations, google forms, entry ticket, exit pass

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conversations, google forms, entry ticket, exit pass

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Making use of student voice information- start up

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Making use of student voice information- start up

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I survey the information, spot trends and report the findings back to the class (with their identities protected) so we can reinforce the messages. This is all to build a class culture.

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Usually google forms - I like the mid year ones not to be anonymous so that I can see what specific students are saying/how they are feeling about the course/how the teaching and learning is going.

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we are thinking that 75% of people at GBHS collect student voice.

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we are thinking that 75% of people at GBHS collect student voice.

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I think it varies hugely from teacher to teacher and good intentions to collect may not always pan out.

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Generally pretty mixed, I know I am sometimes pretty good and regular with my student voice collection, and sometimes super lax. I guess it depends on how busy we all are and wrapped up in so much of our regular admin

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Based on conversations in our first session and within my department, my perspective is that most teachers are collecting student voice. The regularity and process seems to be quite variable though.

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I do feedback at least once, if not twice per year. I usually do an end of term 2/beginning of term 3 form and then an end of year form.

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When setting up a class I collect information from students about what helps them learn and what prevents them from learning. We also discuss how they can show our school values in and out of the class.

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Google forms