SUPPORT
VS CHALLENGE IN CLASSROOM INTERACTION
A
SAMPLE QUESTIONNAIRE
N.B. Please refer to my paper
Teacher Support and Teacher Challenge in Promoting Learner Autonomy
This questionnaire will
help you to think about your teaching style in terms of your tendency to provide
students with support and challenge.
DIRECTIONS: Circle the
numbers which correspond to your answers.
|
"CHALLENGE"
SCALE |
Always
or nearly always |
Often |
Some
times |
Rarely
or never |
|
1.
I set "open" tasks, which have no pre-determined solution. |
3 |
2 |
1 |
0 |
|
2.
Students' work is assessed only by me, not by the students themselves. |
0 |
1 |
2 |
3 |
|
3.
I allow students to choose between alternative tasks or between different
ways of doing the same task. |
3 |
2 |
1 |
0 |
|
4.
Keys to exercises and "correct" answers are supplied only by me. |
0 |
1 |
2 |
3 |
|
5.
I ask students to provide materials for class and home activities. |
3 |
2 |
1 |
0 |
|
6.
I follow my textbook as closely as possible. |
0 |
1 |
2 |
3 |
|
7.
I prompt students to express opinions and feelings. |
3 |
2 |
1 |
0 |
|
8.
My lessons follow a fixed pattern. |
0 |
1 |
2 |
3 |
|
9.
I encourage students to "discover" language rules. |
3 |
2 |
1 |
0 |
|
10.
"Classroom rules" are established and enforced only by me. |
0 |
1 |
2 |
3 |
|
"SUPPORT"
SCALE |
Always
or nearly always |
Often |
Some
times |
Rarely
or never |
|
1.
I make students aware of the objectives, content and procedures of a
teaching unit. |
3 |
2 |
1 |
0 |
|
2.
I interrupt a student while s/he is talking to correct mistakes. |
0 |
1 |
2 |
3 |
|
3.
I make sure that task instructions have been clearly understood. |
3 |
2 |
1 |
0 |
|
4.
I use verbal communication rather than other aids (e.g. blackboard,
pictures, video, etc.). |
0 |
1 |
2 |
3 |
|
5.
I discuss with students how work is proceeding at regular intervals. |
3 |
2 |
1 |
0 |
|
6.
I tend to openly criticize the students who make serious mistakes. |
0 |
1 |
2 |
3 |
|
7.
I ask students to discuss both what they have achieved and how they have
achieved it. |
3 |
2 |
1 |
0 |
|
8.
I work with the whole class rather than let students work in pairs or
groups. |
0 |
1 |
2 |
3 |
|
9.
I establish evaluation criteria together with students. |
3 |
2 |
1 |
0 |
|
10.
I avoid asking the weaker students questions. |
0 |
1 |
2 |
3 |
SCORING INSTRUCTIONS
Calculate your scores
for both the "challenge" and the "support" scales and plot
them below.
HIGH CHALLENGE
|30
|28
|26
|24
|22
|20
|18
|16
HIGH SUPPORT ---------------------------|------------------------------
LOW SUPPORT
30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5
4 3 2
1 0 ……
|12
|10
|8
|6
|4
|2
|0
LOW CHALLENGE
FOLLOW-UP
If possible, discuss
the following questions with a colleague.
a. How far do you think
this questionnaire reflects your actual teaching
style in
terms of the support
and challenge you give your students?
b. Do you think you
need to adjust
*
the tasks you set and/or how you manage them in the classroom?
* the interaction you promote with your students?
If you do, can you think of a few practical examples?
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|
|
www.learningpaths.cjb.net by Luciano Mariani, Milan, Italy luciano.mariani@iol.it |