LtoJ® Questionnaire Results

QUESTIONNAIRE RESULTS

Caution:

Today’s educators should never feel defensive about any of the answers to the 10 questions. The problems that these questions surface were not created by today’s teachers and administrators; they were inherited.

For example, no teacher I am aware of purposely discourages students creating the slide of school enthusiasm shown for question #8.

Question #1

Name the grade level(s) you are the most familiar with. ____________

Approximately what percentage of the academic year do you spend teaching

concepts students should have learned prior to attending your course/grade level?

How Much of Year in Review?

0-20% 21-40% 40% +

10% 60% 30%

Question #2

Place an “x” on the line below at the location that best describes your belief about

students and grades.

__________________________________

Grades demotivate all. Grades motivate 50%, Grades motivate all students.

0% 50% 100%

Grade Motivate What Percent?

68%

motivate 0-10%

11-40%

41-60%

61-90%

91 -100%

68% of seminar participants state grades motivate 41-60% of students.

Question #3

Approximately how many years are between major swings in instructional

practices (the infamous pendulum)?

Years Between Pendulum Swings

22%

29%15%

33% 1 to 34 to 67 to 910+

Question #4

Think of a current or former boss. What methods does he/she generally use?

Please rank 1,2,3.• Use personality to get me to go along.

_________• Use pressure to force me to change.

_________• Increase my knowledge so I accept the

change. _________

1st place = 3 points; 2nd place = 2 points, 3rd place = 1 point for next slide

NGT Points at Seminars

Knowledge 2404Personality 2283Power 1958

Question #5

Check one of the four. Check the one that best describes your professional

life.

• Always changing, but never improving• Never changing, never improving• Always changing, always improving• Never changing, always improving

Changing? Improving?

14%

1%

83%

2%Always Changing;N. Imp

Never Chang-ing, N. imp

Always Changing, A. imp.

Never Chang-ing, A. imp.

Question #6

Rank these methods for your learning with “1” being the best: being mentored, having

experience, testing hypotheses. 1.__________2. __________

3. ________

(Results prior to seminar which has a focus on testing hypotheses.)

How Best to Learn? At Start of Seminars

24

29

42TheoriesExperienceMentored

Question #7

Place an “x” above the phrase that best describes your place of employment.

Uncommitted people, people doing their best, bowling team, orchestra.

(A bowling team is described as people who like each other, give each other advice from time to time and then add up their scores at the end of the specified time.)

What Describes My Colleagues?

4

511130

Chart Title

uncommitted doing bestorchestra bowling team

Question #8

Name one grade level you teach (administer). _____________ What percent of students love school at this grade level?

The Loss of Student Enthusiasm

K 1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

60

70

80

90

100 9591

8177

74

64

5551 48

40 39 4045

Grade Level

Percent

Who Love School

Question #9

How many hours a week do you spend evaluating/grading student work? ___________

On a scale of 1-10 (ten being the best), how much do students learn from your

comments, scores, etc. on the evaluations? 1= almost no students benefit; 3= some

students benefit; 5= half students benefit; 7= most students benefit; 10= all benefit.

Correlation Between Hours Scoring Papers & Student Learning

0.07

Question #10

If a student in your classroom earned all A’s on exams and all A’s on long-term,

performance projects, but never turned in daily homework, what is the highest

grade he/she could earn? __________________

“A” Exams + “A” Projects + No Daily Homework = ___?___Grade

54%A

24%B

13%C

6%D

3%F

The 3 Most Pressing Problems

LtoJ Seminar participants were asked to rank the ten root causes of educational frustration.

Three of the ten were considered major problems by over 3000 educators.

1 2 3 4 5 6 7 8 9 10100

150

200

250

300

350

400

450

500

UCL 386.45

LCL 277.15

Control Chart for LtoJ Seminars: Root Causes

Root Cause Number

Nu

mb

er o

f P

oin

ts f

rom

Ran

kin

g

No Clear AimPermission to Forget

Focus on Teaching; Not Learning