Questionnaire for teachers individual approach. Accounting and assessment of students' knowledge

QUESTIONNAIRE

for young teachers

FULL NAME_ ________________________________________________________________________

Date of Birth ____________________________________________
1. What subject do you teach?

________________________________________________

2. What influenced the choice of the teaching profession to the greatest extent?

1. Own desire
2. Parents' advice
3. An example of a favorite teacher
4. Opinion of friends
5. Guaranteed wages
6. Prestige of the teaching profession
7. The possibility of guaranteed employment
8. Random circumstances
9. Other

3. What motives prompted you to come to work at the school?

1. My parents live in the village
2. The prospect of professional growth
3. Increased wage

4. Other__________________________________________________________________

4. Experience as a teacher
1. Less than 1 year

2.1 - 2 years

3.2 - 3 years.
5. What do you like about pedagogical work?

1. Teach and educate children
2. Teach a favorite subject
3. The creative nature of labor
4. Great vacation
5. Ability to work close to home
6. Prestige of the profession

8. Other _________________________________________________________________________
6. Tell me, what pedagogical problems do you care about?

1. Reducing the teaching load
2. Aging of teaching staff
3. Large study load teachers
4. Leaving the school of teachers of retirement age
5. Availability of vacancies in the school
6. Indifferent attitude of colleagues

7. Other _________________________________________________________________
7. What feelings do you experience during the period of adaptation to a new
workplace?
1. Anxiety, self-doubt
2. Irritability, irascibility, incontinence
3. Pessimism, feeling of inferiority
4. Decreased interest in work
5. Fear of the class and fear of students
6. Relationships with colleagues
7. Other____________________________________________________________
8. Do you turn to colleagues for help?

1. Yes

2. No

9. Are you satisfied with your job?

1. Yes
2. No
3. Partly
4. Difficult to answer

10. Please indicate the reasons that are most
cause unsatisfactory attitude towards your work
(multiple answers are possible).
1. Low wages
2. Excessive workload (maintenance of 2 subjects)
3. Unsatisfactory working conditions
4. Low prestige of the teaching profession
5. Lack of social guarantees
6. Insufficient educational and methodological equipment of the subject
7. Attitude of students towards teachers
8. Relationships in the team
9. Children's lack of desire to learn
10. Style of work of the school administration
11. Lack of time for self-education and general culture
12. Dissatisfaction with housing and living conditions
13. Other ________________________________________________________________

11. What do you think is the most important thing for you in your attitude to work?

1. Do everything accurately, accurately, conscientiously

2. Don't take on too much, don't get too tired

3. Work normally, not be among the last

4. Work with interest, passion and full dedication

5. It's hard to say for sure, I don't know

6. Other _________________________________________________________________________

12. What do you consider the most important in your work?

1. Accurate adherence to rules, regulations, instructions

2. Fine craftsmanship, high professionalism

3. Appropriate financial reward

4. Professional leadership

5. Do not stand out from the team

6. Appreciation from management

7. High appreciation of your work by colleagues

8. Other ________________________________________________________________________

13. How do you usually go to work?

1. Good

2. With bad

3. Without much emotion

4. When how, it happens in different ways

14. What difficulties do you have in preparing and conducting a lesson or training session:

1. Defining the structure of the lesson, classes

2. Material selection

3. Choice of forms and methods

4. Lack of visual aids

5. Other__________________________________________________________________

15. Do you think it is necessary to meet with colleagues young professionals:

1. no

2. yes

16. Name the form of holding such meetings that is interesting for you: indicate the 3 most useful

1.W activities in the "School of a young teacher"

2. Open Lessons(classes) of fellow young professionals

3. Practical exercises

4. Consultations

5. Other________________________________________________________________

17. In what areas of the organization of the educational process do you experience difficulties? Indicate 2 problem areas

1. in calendar-thematic planning

2. conducting lessons

3. holding extracurricular activities

4. communication with colleagues, administration

5. communication with students, their parents

18. What topics of study at the SCHOOL of a young teacher will be of interest to you, indicate according to the degree of relevance

Modern lesson

Teacher Portfolio

The image of a modern teacher

(Methodology Galanova A.S.)

The questionnaire is designed to assess two components in the teacher's activities:

1. Educational (objective assessment and formation of the child's personality, empathic attitude towards the child).

2. Organizational and motivational (creating a child's interest in work, organizing a children's team, effective organization of activities).

The first component is assessed by questionnaire items 1-8, the second component by 9-12.

Each item of the questionnaire consists of two statements that are opposite in meaning. The student must evaluate which of these statements is more true in relation to this teacher. The score is given on a 5-point scale, where points "5" and "4" refer to the "positive" pole, points "1" and "2" - to the "negative", and the score "3" is intermediate.

The higher the final score of the teacher, the more positively the students evaluate his activity.

Instruction:

Read each item of the questionnaire, consisting of two opposing statements.

If you are I completely agree with approval from the left column, circle the number " 5 ».

If you are not quite sure, i.e. If you think this is “most likely so”, circle the number “ 4 ».

If you are I completely agree with approval from the right column, circle the number " 1 ».

If you are not quite sure, circle the number 2 ».

If you find it difficult to answer, circle the number " 3 ».

Make sure that none of the items on the questionnaire is omitted.

Teacher Peer Review Questionnaire (for middle school students, grades 5-8)

Questionnaire for expert evaluation of a teacher (for senior students, grades 9-11)

Data processing

For each questionnaire, 3 indicators are calculated:

X1 - assessment for block 1: the scores for items 1-8 are summed up;

X2 - score for block 2: the scores for items 9-12 are summed up and multiplied by two;

Xo - general expert assessment: X1 and X2 are summed

After processing each questionnaire, the final indicators for this teacher are calculated:

X1 - arithmetic mean for 1 block; calculated by the formula: X1=sum X1: N(N - number of questionnaires);

X2 - arithmetic mean for block 2; calculated by the formula: X2=sum X2: N(N - number of questionnaires);

Ho - arithmetic mean of the total expert assessment; calculated by the formula: Ho=sum Ho: N(N - number of questionnaires).

The last indicator (Xo) is the main one. According to its value, a conclusion is made about the assessment of the teacher's activity. The value of the overall expert assessment:

16-35 points - low;

36-60 points - average;

61-80 points - high.

Indicators X1 and X2 are auxiliary. Each of them can range from 8 to 40 points. By the ratio of these indicators, one can judge the predominance of the educational or organizational-motivational component in the teacher's activity.

3.3. Questionnaire "teacher-student"(method of N.V. Klyueva)

The questionnaire is intended for students in grades 6-11 and allows you to determine the degree of severity of the components of the teacher's pedagogical activity

Instruction: Read each of the statements below carefully. If you think that it is correct and corresponds to your relationship with the teacher, then write “yes”, if it is incorrect, then “No”.

1. The teacher knows how to determine in advance the success of his students.

2. I find it difficult to get along with the teacher.

3. The teacher is a fair person.

4. The teacher skillfully prepares me for tests and exams.

5. The teacher clearly lacks sensitivity and relationships with people.

6. The word of the teacher is law for me.

7. The teacher carefully plans work with me.

8. I am quite pleased with the teacher.

9. The teacher is not demanding enough of me.

10. A teacher can always give sound advice.

11. I completely trust the teacher.

12. Teacher evaluation is very important to me.

13. The teacher basically works according to the template.

14. Working with a teacher is a pleasure.

15. The teacher pays little attention to me.

16. The teacher, as a rule, does not take into account my individual characteristics.

17. The teacher does not feel my mood well.

18. The teacher always listens to my opinion.

19. I have no doubts about the correctness and necessity of the methods and means used by the teacher.

20. I will not share my thoughts with the teacher.

21. The teacher punishes me for the slightest offense.

22. The teacher knows my strengths and weaknesses well.

23. I would like to become like a teacher.

24. We have a purely business relationship with the teacher.

The response of schoolchildren determines the degree of expression of the following components of the teacher's pedagogical activity: gnostic, emotional, behavioral. Each student answer that matches the key is worth 1 point.

The Gnostic component includes the following questions:

The answer is "Yes" - 1,4,7,10,19,22;

The answer is "No" - 13, 16.

The emotional component includes questions:

The answer is "Yes" - 8,11,14,23;

The answer is "No" - 2,5,17,20.

The behavioral component includes questions:

The answer is "Yes" - 3,6,12,18.

The answer is "No" - 9,15,21,24.

The gnostic component reveals the level of competence of the teacher as a specialist from the point of view of the student (maximum - 8 points), the emotional component determines the degree of sympathy of the student for the teacher (maximum - 8 points), the behavioral component - shows how the real interaction between the teacher and the student develops (maximum - 8 points). ).

Similar information.

Purpose: to identify the teacher's ability to self-development. Answer the questions with the following scores:

- 5 - if this statement is fully true;

- 4 - corresponds rather than not;

- 3 - both yes and no;

- 2 - rather not;

- 1 - does not match.

1. I seek to explore myself.

2. I leave time for development, no matter how busy I am with work and household chores.

3. Obstacles that arise stimulate my activity.

4. I seek feedback as it helps me to know and appreciate myself.

5. I reflect on my activities, allocating special time for this.

6. I analyze my feelings and experiences.

7. I read a lot.

8. I widely discuss issues that interest me.

9. I believe in my abilities.

10. I strive to be more open.

11. I am aware of the influence that people around me have on me.

12. I manage mine professional development and get positive results.

13. I enjoy learning new things.

14. Increasing responsibility does not scare me.

15. I would be positive about my promotion.

Calculate your total points:

75-55 - active development;

54-36 - there is no established system of self-development, orientation towards development strongly depends on the conditions; 35-15 - stopped development.

Questionnaire №2

Purpose: to identify factors that stimulate and hinder the learning, development, self-development of teachers at school.

- 5, yes (prevent or stimulate);

- 4, rather yes than no;

- 3, both yes and no;

- 2, rather not;

- 1, no.

Hindering factors:

1. Own inertia.

2. Disappointment as a result of previous failures.

3. Lack of support and assistance in this matter from the leaders.

4. The hostility of others (envy, jealousy), who do not perceive well the changes in you and the desire for a new one.

5. Inadequate Feedback with team members and leaders, i.e. lack of objective information about yourself.

6. State of health.

7. Lack of time.

8. Limited resources, changed life circumstances.

Stimulating factors:

1. School methodical work.

2. Training in courses.

3. Example and influence of colleagues.

4. Example and influence of leaders.

5. Organization of work at school.

6. Attention to this problem of leaders.

7. Trust.

8. Novelty of activity, working conditions and the possibility of experimentation.

9. Self-education.

10. Interest in work.

11. Increasing responsibility.

12. The possibility of obtaining recognition in the team.

Microsurvey Data Processing.

The ability of the teacher to self-development FULL NAME. teachers Drivers Barriers System of measures

1. Active self-development

2. Not developed self-development, depending on conditions

3. Stopped self-development

QUESTIONNAIRE FOR THE TEACHER "DIAGNOSIS OF PROFESSIONAL TRAINING"

№

self-esteem

Yes

not really

No

1

Are you satisfied with your professional training?

In what areas of professional training would you like to improve your knowledge (specify the number):

1. Scientific and theoretical training.

2. Methodological preparation.

3. Psychological and pedagogical training

Do you consider it expedient to deepen your professional knowledge on the following issues:

1. Improvement thematic planning taking into account the development of OUUN students.

2. Planning and conducting lessons of various types.

3. Introduction of modern pedagogical technologies.

4. Methods and techniques of developing education.

5. Multi-level differentiation in learning.

6. Analysis and evaluation of the results of their activities and the activities of students.

7. Organization of educational and cognitive activity of students.

8. Control and correction of knowledge, skills and abilities of students.

9. Organization of teacher's personal work.

10. Other (fill in)

Is it difficult for you:

1. Formulate lesson objectives at different levels.

2. Organize the actions of students to accept the goals of the activity.

3. Select the appropriate methods and methodological techniques to achieve the objectives of the lesson.

4. Motivate the activities of students.

5. Formulate problematic questions.

6. Create problem-search situations in training.

7. Organize in class research work students.

8. Prepare assignments for students of varying degrees of difficulty.

9. Activate students in learning.

10. Organize cooperation between students.

11. Organize self- and mutual control of students.

12. Organize timely control and correction of students' knowledge and skills.

13. Develop Creative skills students.

14. Use various forms encouraging students.

15. Other (fill in)

What forms of professional development of your professional knowledge and skills would you prefer in the first, second, etc. queue (specify number):

1. Self-education.

2. Theoretical seminar.

3. Workshop.

4. Individual assistance from the methodological service of the school.

5. Creative groups teachers on psychological and pedagogical problems.

6. Methodical associations

If you were given the opportunity to choose seminars to improve your professional knowledge, which one would you take part in? Which of them do you consider necessary in the first, second, etc. queue (specify numbers):

1. Psychological and pedagogical features of students of different ages.

2. Forms and methods of pedagogical cooperation with students.

3. Types of lessons. Methodology for their preparation and implementation.

4. Forms of organization of educational and cognitive activity of students in the classroom and in extracurricular activities.

5. Teaching methods and their effective use in modern conditions.

6. Differentiation in learning.

7. Individualization in training.

8. Techniques for enhancing the educational and cognitive activity of students.

9. Accounting and evaluation of students' knowledge.

10. Pedagogical ethics of the teacher.

11. Diagnostics of the educational process.

12. Others (specify your wishes)

Diagnosis of professional difficulties of teachers in the organization of elective courses

(conducted in the form of a questionnaire or interview)

Satisfaction with teaching activities

A number of questions are presented, answering which it is necessary to take into account the corresponding score and compare total number scores with your satisfaction levels listed at the end of the questionnaire.

1. Are you completely satisfied with your teaching activities?
Yes (1) No (0)

2. Are you working from activities and lesson content that you enjoy?
Yes (0) No (1)

3. Does the experience of the past years of work at school prevent you from enjoying what you are doing in class today?
Yes (0) No (1)

4. Do you think that the majority modern teachers more talented than you?
Yes (0) No (1)

5. Do you enjoy the anticipation of the upcoming lessons?
Yes (1) No (0)

6. Does the lesson look the same to you after it was given as you imagined it before it was given?

Yes (1) No (0)

7. Do you find it easy to teach lessons that are school timetable stand last?
Yes (0) No (1)

8. Do you remember at home, with friends, various positive moments that took place in the lesson?
Yes (1) No (0)

9. What are your favorite classes?
Yes (1) No (0)

10. What about the unloved ones?
Yes (0) No (1)

What should you do?

High level (8-10). You certainly get great pleasure from your work as a teacher. However, some of your personality traits do not always allow you to get maximum satisfaction from teaching. That is why we invite you to reflect on the question that received zero in the answer. Analyze your self-esteem, this will help you more comfortably conduct your work.

Intermediate level (5-7).It is assumed that the anxiety that occurs every time you start teaching activities does not allow you to fully open up as a teacher. You should understand for yourself the reasons for low self-esteem and think about how to cope with temporary setbacks.

Low level (0-3). Your personal qualities and character traits to a large extent limit the range of successful actions as a teacher. The problem map “A program to improve your self-esteem” reflects factors that usually affect psychological health and attitudes towards one's own teaching activities. Consult with her on questions that received a zero response (paragraphs "Critical evaluation" and "Self-improvement"). The Develop Your Communication Skills problem card will help you take a better look at yourself.

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