1

Reflection Plan: Collecting Data Through Observation, Surveys, and Communication

Ayat Yousef

Department of Teaching & Learning, Old Dominion University

TLED 360: Classroom Management and Discipline

Dr. James Godfrey

November 16, 2022

 2

Reflection Plan: Collecting Data Through Observation, Surveys, and Communication

The traditional conceptualization of data consists of numbers, tables, and statistics

organized to produce quantitative information. While this type of data is essential for educators

to evaluate student academics, attendance records, and more, qualitative data can provide insight

on how to improve instruction, teacher-student/student-student/teacher-parent relationships, and

the classroom environment in general. Mandinach and Gummer (2016), in their article

examining data literacy and the framework necessary for educators to become data literate,

define data as “the ability to transform information into actionable instructional knowledge and

practices by collecting, analyzing, and interpreting all types of data . . . to help determine

instructional steps” (p. 367). To be data literate is to examine data beyond assessment and,

consequently, to use data to improve instruction and reflect on teaching practices. In my future

English language arts classroom, I plan to collect data from observation, surveys, and

communication to evaluate my instruction and improve my classroom environment.

Data Collection: Observation

Observation is a simple but effective strategy for collecting data in my future classroom.

By analyzing students’ interactions and reactions, I have instant, direct feedback on how well

they are engaging with a particular activity. For example, if I were lecturing on a complex

concept, such as sonnet structures, I could gauge my students’ understanding and reaction to the

content by observing them. If I see a student distracted, furrowing their eyebrows, or giving me a

“blank stare,” I can assume that they are having difficulty engaging with the lesson. In this

observation I have collected data that I can use to improve future instruction; I could ask

comprehension questions during the next lecture to ensure students are following along.

Observing student interactions also provides me with direct insight on their collaboration.
 3

Students who are dominating the group activity may be doing so because I have designed the

activity poorly and not allowed ample room for all students to shine. Similarly, if many students

are engaging in off-topic conversation, it may be because I have allotted too much time for them

to complete their work or I have not structured the activity to keep them engaged the entire time.

These simple observations provide me with on-the-spot data that I can use to evaluate my

practices and make adjustments or improvements as needed.

Data Collection: Surveys

Another form of data collection is through surveys. Periodic surveys distributed to both

students and parents ensures I receive direct feedback on which areas of my instruction are

effective or ineffective. At the beginning, several times during the middle, and at the end of the

school year, I will send out surveys to students containing questions on all aspects of the

classroom: difficulty, comprehension, level of interest, likes, dislikes, points of concern, etc. For

instance, a survey at the beginning, middle, and end of a unit would be helpful in evaluating

instruction for future classrooms and current students. Sending surveys to parents would be

especially useful in understanding how well I communicate and respond to questions and

concerns. Additionally, some students may feel more comfortable communicating with their

parents, and those parents may relate information I otherwise would never have obtained if I

were to contact students directly. The versatility of surveys is an added advantage in that I can

elicit specific information on a particular topic or broader data on the overall efficacy of my

instruction. Surveys can also be saved for future reference and short responses provide the most

fruitful commentary for me to take into consideration when planning. It’s evident that data

collection through surveys provides deep insight into my teaching practices and their effects on

both students and parents.

 4

Data Collection: Communication

Whether I’m talking to a student in the hallway or in a scheduled, private conference,

communication is an effective form of data that I will use in developing my instruction.

Communication in casual contexts can reveal how students are engaging with a current or

previous activity in class. For example, I may ask several students if they felt confident during a

recent exam and they may reveal otherwise; I could use these responses to look back at the exam

to see which areas students struggled most or change my lesson plans to include a whole-class

conversation about it. In doing so, I have collected data from simple conversation and used it to

evaluate my teaching practices. Formal communication with students and/or parents

accomplishes this as well. Like surveys, formal communication involves eliciting deep, personal,

and complex responses to enhance the learning environment. A popular example is conferences,

which can be structured to include students alone or with their parents. In these private

conversations, I can inquire students and parents on their unique perspective on the classroom

and my techniques. Such a formal environment allows for serious concerns to be communicated

and addressed. Collecting data through casual and formal communication, in their various

occurrences, further enhances my instruction and allows me space to reflect on my practices.

Conclusion

Data appears beyond the traditional realm of numbers and statistics. In my future

classroom, I will use observation, surveys, and communication as forms of data to evaluate my

instruction. Through observation I can gather in-the-moment responses that can be used to shift

my practices instantly. Surveys provide complex insight from students and parents which can be

saved for future reference. Similarly, communication is a broad realm of data that appears in

casual and formal conversation and aids in reflecting on my practices. All three sources for data
 5

ensure that I seek input from learners and parents themselves rather than rely on academic

feedback or my own hunches.

 6

Reference

Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate:

Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education,

60(1), 366-376. https://doi-org.proxy.lib.odu.edu/10.1016/j.tate.2016.07.011