QUESTIONNAIRE SEV5
monitoring teachers' behavior and decision-making in the virtual classroom (POSSIBLE ONLINE EVENT/DISCUSSION)
| event: | date: | topic for discussion: | N.of participants | |||||
| technology
used:
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software used: | tutor: | assistant: | |||||
| self-reflection checklist : | tick what you feel is: 1: not typical of me - 2: very rarely typical of me- 3: sometimes typical - 4: often typical of me - 5: absolutely true of me | 1 | 2 | 3 | 4 | 5 | ||
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planning the event |
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| accuracy in planning | 1. I usually make a preliminary assessment of the activity before starting to implement it | |||||||
| 2. I have a very clear idea on how to organize the online event with tandem class. | ||||||||
| 3. I am experienced at organizing online events at school | ||||||||
| 4. I know exactly why I need the online event | ||||||||
| 5. My students are given clear instructions on how to behave in an online event right at the beginning of the project | ||||||||
| 6. I know my students know what an online event is, so I skip the induction phase. They get bored/ I don't want to waste time to more profitable hands-on online talk | ||||||||
| 7. I think it is not necessary for students to get acquainted with one another through email activities before engaging in an online event | ||||||||
| 8. I think junior /senior students should be let free to discover social rules as they go along in the chat session. | ||||||||
| 9. When I plan an online event, I email my colleague and set an appointment at a suitable time a couple of weeks in advance. Then we have the class talk to each other impromptu. | ||||||||
| 10. I think it is bad to limit online chatting time when students are engaged in conversation because limitations break their creative expression. | ||||||||
| 11. I think it is not necessary to set a fixed strict schedule of points to cover with time limits. Students hate to stick to a schedule, especially when they're online with someone else. | ||||||||
| 12. I always keep a written record of what is being said online in order to analyse the exchanges later offline | ||||||||
| 13. I always share the written record with the colleague teacher for further analysis | ||||||||
| 14. when I realize my students are going off-topic I usually chip in to bring them back to the point. | ||||||||
| 15. I think students are basically interested in showing off what they know best or what they are best at. I think they like to impress their online peers | ||||||||
| classroom management |
classroom management & attitudes |
1 | 2 | 3 | 4 | 5 | ||
| 1. I let my students group up as they wish | ||||||||
| 2. I tend to go over and help my slowest typing students with his/her answer lest their online peers may get impatient and logout | ||||||||
| 3. I am often embarrassed when I realize my students are not language proficient online (paura di fare "brutta figura" online) | ||||||||
| 4.I tend to suggest answers and give input ideas to students who are blocked on the screen | ||||||||
| 5. I like it when fast-typing students help slower ones | ||||||||
| 6. I encourage students to prepare their questions to their online peers in advance, in order to copy and paste them on their client window to save time | ||||||||
| 7. I prefer assigning specific roles to my students myself: the typer, the note-taker, the time-keeper while engaged in online talking. | ||||||||
| 8. I get very nervous when my students make spelling or syntax mistakes online | ||||||||
| 9 I like it when my students keep calling me over to help them when they're online | ||||||||
| 10 I always have some chaos when there's an online activity going on | ||||||||