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A few students expressed thoughts that go against research for how learning happens.  It might be helpful to make sure we're teaching students how best to learn using cognitive science and discourage ineffective learning methods.

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The concerns expressed by these students mirror many if not all of the concerns my students have shared with me over the course of my career. The vast majority of our students wouldn't feel comfortable sharing their thoughts with the staff. I enjoyed it allowed the staff to learn things they may not have known.

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What stood out to me is that these students really just want to feel connected and seen as individuals by their teachers, administrators, and staff that they interact with on a daily basis.

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Actually, I agree with the students.  Six hours of largely lecture would make me tune out.  I see innovative teachers here at PHS and those who are trying to reach kids where they are by mixing lecture with activity and tests/quizzes with PBL and group activities.  I hope this trend continues..

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One part of the IB Program that is consistent is that students' knowledge is measured in a number of different ways. One strategy I think is effective is through the use of Oral Exams; allow students to verbally explain what they know and the teacher follows up with questioning.

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I found it interesting that the students identified relationships as so important to them since I've seen the impact of this on their success for many years. I hope that staff truly heard this message from the students and make building a community and relationships with students a priority to improve achievement.

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I would love to see student/parent feedback as part of the evaluation process. From what I hear and have heard from students it is the same teachers every year that cause the stress.  The only way to get the honest information is from the families.

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I would love to see student/parent feedback as part of the evaluation process. From what I hear and have heard from students it is the same teachers every year that cause the stress.  The only way to get the honest information is from the families.

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I enjoyed hearing the student perspective.  I hope staff members do some self-reflection on assessments and course structure.

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I enjoyed hearing the student perspective.  I hope staff members do some self-reflection on assessments and course structure.

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I let students know about assignments at least 8 days in advance so they have ample time to plan and allocate their time.  

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I let students know about assignments at least 8 days in advance so they have ample time to plan and allocate their time.  

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Working with students 1 on 1 would improve a lot of the comments and concerns raised.

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Building relationships is most important and smaller class sizes will certainly make a difference.

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Building relationships is most important and smaller class sizes will certainly make a difference.

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I always enjoy  having students participate by way of letting us know what their experiences are so we can better understand their perspective.

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I always enjoy  having students participate by way of letting us know what their experiences are so we can better understand their perspective.

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My classes are ones where I begin by checking in with students to ask them how they're doing, if there's any news they'd like to share,  etc.

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My classes are ones where I begin by checking in with students to ask them how they're doing, if there's any news they'd like to share,  etc.

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Provide students with an assignment sheet by unit so they know what is coming up. 

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Provide students with an assignment sheet by unit so they know what is coming up. 

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Provide students a TRUE syllabus so they know what we are doing when and can work on time management skills so they never get overwhelmed.

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Provide students a TRUE syllabus so they know what we are doing when and can work on time management skills so they never get overwhelmed.

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How stressed students seem and feel at such a young age when there will be much bigger stressors later in life.

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How stressed students seem and feel at such a young age when there will be much bigger stressors later in life.

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Communicating with other teachers in common 9th, 10th, 11th, 12th grade classes to really take a look at the amount of homework that is truly given and what a student is expected to do on a daily basis.

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Communicating with other teachers in common 9th, 10th, 11th, 12th grade classes to really take a look at the amount of homework that is truly given and what a student is expected to do on a daily basis.

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Smaller class sizes - we focus so much on data and closing the gap but really what would and help is smaller class sizes.  Smaller class sizes would give teachers time to connect & help struggling students.  I wonder if the rise in stress correlates to the rise in class size - from my observation both have been increasing over the years.

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Smaller class sizes - we focus so much on data and closing the gap but really what would and help is smaller class sizes.  Smaller class sizes would give teachers time to connect & help struggling students.  I wonder if the rise in stress correlates to the rise in class size - from my observation both have been increasing over the years.

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Students appreciating the personal connection with some teachers - feeling heard and understood.

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Students appreciating the personal connection with some teachers - feeling heard and understood.

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No Homework - unless they can't finish something in class.

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No Homework - unless they can't finish something in class.

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I enjoyed hearing from the students - I appreciate hearing/confirming what I hear in my classroom.  I think we should have something similar with staff about the school and administration.  I feel as teachers we are expected to support and listen to our students but administrators don't hear/listen to teachers.  Timing could have been better - sitting and listening (after spending all day yesterday doing the same thing) when we have grades due was frustrating.

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I enjoyed hearing from the students - I appreciate hearing/confirming what I hear in my classroom.  I think we should have something similar with staff about the school and administration.  I feel as teachers we are expected to support and listen to our students but administrators don't hear/listen to teachers.  Timing could have been better - sitting and listening (after spending all day yesterday doing the same thing) when we have grades due was frustrating.

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Can there please not be 1-2 hours of math every night? If they get it in the first 10 problems, is that not sufficient? Conversely, if they do not get it in the first 3 problems, why suffer through 50 more? Who is helping? Do quizzes need to be every week for an hour? That is a LOT of assessing time. Why not a problem or 2 for a quiz and then help them when they are struggling?

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Can there please not be 1-2 hours of math every night? If they get it in the first 10 problems, is that not sufficient? Conversely, if they do not get it in the first 3 problems, why suffer through 50 more? Who is helping? Do quizzes need to be every week for an hour? That is a LOT of assessing time. Why not a problem or 2 for a quiz and then help them when they are struggling?