Teacher students

Problems and strengths observed

Quotes from feedback setting

A

Gets annoyed quickly by disorders.

Has the feeling that she is too impatient; reacts too fast and too strict; lack of alternative behavior.

B

Gets annoyed quickly and is often involved in students’ misconduct.

Finds it difficult to be consistent and not to engage in discussions; “I know, that’s not right, but sometimes I have noticed that I’ve been looking forward, or am relieved that E. (a special student) is not present in the class and I actually like it.”

C

To be consistent is difficult. C provides students a platform for misconduct.

When she talks determinedly, she may still feel that she would no longer be friendly.

D

Gets easily distracted by students’ comments; too soft in dealing with the students.

Although she may be able to deal with annoyance, she notices that she gets really angry in front of a particular student (M). She gets upset about his behavior.

E

Is friendly with students but quickly irritated by students’ comments.

Wants to learn to respond more professionally to personal comments of students which hurts her (“You are very small, Ms X”).

F

Uncertain in teaching the subject; friendly with the students; laughs at students’ inappropriate behavior.

Wants to prepare the lesson better to teach better and be less of a comrade in the students’ eyes.

G

Shows good structure in teaching and friendly interactions style.

A particular student is a huge disappointment to her. Thinks that she might be disappointed because she knows that this particular student can do better. She perhaps has the idea of “the hardworking dear girl” and now reacts stronger and more irritated at disorders, even though they may not be so bad.

H

Friendly, but annoyed.

Wants to be more consistent in dealing with disturbances and personal conversations; wants to give more concrete instructions; wants to give less attention to disorders.

I

Friendly, but annoyed.

She wants to be liked; she is upset because she knows that a particular class could do better. Wants to learn to be more consistent in responding to disturbances and give them less attention; wants to draw a stronger boundary between her and students.

J

Friendly handling, smooth teaching.

Wants to be better with time management in complex situations; wants to handle the negative behavior among students in a better way.

K

Friendly handling and motivating.

Sometimes feels overwhelmed in unstructured phases and do not always know how to respond; will try not to put himself under pressure and try to teach in a less tense way(in improvised unstructured phases).

L

Friendly and able to handle the structure

Wants to be more consistent.

M

Friendly handling, smooth teaching.

Recognized the importance of working on relationships and wants to maintain this for the future.