It’s June. The end of the school year is a great time to take a risk and try something new. 

On Twitter, several teachers have committed to letting their students grade them (more on that later), and Jesse agreed to write about his experience and let me share it here.

(I’ve bugged several more to blog about it, and if they do, I’ll link them at the bottom.)

I knew I liked the idea as soon as I saw Matt Vaudrey’s tweet about a Teacher Report Card. Just as the tweet said, I knew I’d be taking a risk, showing some vulnerability, but also knew that my students would definitely give me the feedback I was asking for—after all, I do teach middle schoolers.

It’s a great time to be vulnerable, take a risk, and ask for feedback.

Teachers, give your students a Teacher Report Card: https://t.co/9vsWiy6d6u

Coach, TOSA, or Admin? Give your Ts a COACH Report Card: https://t.co/pAk6dpmzjZ

or an ADMIN Report Card: https://t.co/3x9Vym4lEO pic.twitter.com/0fUNUiY33d

— Matt Vaudrey (@MrVaudrey) May 11, 2018

Earlier in the school year I had some impromptu feedback sessions (digitally as well as face-to-face) when things didn’t seem to be going so well, both in my classroom and amongst the team of teachers I work with. Both were insightful and gave my students a much-needed voice to air grievances as well as positives about the year.

When my students saw “TEACHER REPORT CARD” written on the daily agenda in all caps, I heard their whispered questions and confusion. For a couple of days, scheduling and last-minute assemblies (and lessons that went into overtime) delayed my introduction of their chance to “grade” me. But finally the day came for me to explain to them what the Teacher Report Card was all about.

I told them, “Just as you receive a report card at the end of the year and just like you have received feedback from me during the year, this time you will be the ones in charge of the grades and feedback.” I witnessed a few devious smiles as my eyes scanned the crowd. They liked the idea of this teacher feedback thing way too much.

What had I gotten myself into?

I explained that I wanted them to take their time to think about our year together and take their time in grading my classroom, lessons, and — ultimately — me. While there were a few who rushed through the feedback (there always are, but in that, maybe there’s some feedback, too) most of my students were thoughtful and reflective of their sixth grade year in Mr. James’ ELA class.

Reading through the responses I was floored at what some of them had to say. As much as being vulnerable can sway in a positive or negative direction, being vulnerable ultimately makes me a better teacher. And…isn’t that the important thing?

My students were honest in their responses and — at times — their responses touched my heart in the most positive way possible.

“I feel like I have improved as a reader throughout the school year, and I have thought more about reading than I ever have. :)”

“I just want to say thank you for being my teacher because since you are my first teacher of the day you help me get through the rest of the day. I also like the way you teach and I think you’re an amazing teacher. Keep it up!”

“If we do something wrong he lets us explain ourselves.”

“I am really glad I ended up with you to start off my journey through HJM. I don’t know how much worse the transition would have been without you, so thanks for staying sane. Mostly.”

Most of the feedback was very positive and will help me continue doing the things that I do well.

But then, there were other responses that were tough to read.

Tough responses that reminded me that this whole vulnerability thing wasn’t as easy as I thought it might be.
Tough responses that I knew were about a moment that negatively affected a student in my classroom.
Tough responses that ultimately will make me a much better teacher, but in the moment I was reading them just made me feel like I could have done better — could have done more — and that’s the part that hurts.

“Sometimes I hate it when the teacher asks me questions I don’t even know the answer to and when I don’t say anything he will just ask me until I answer.”

“Sometimes, the teacher doesn’t let us finish our sentences.”

“Don’t yell at people for no reason.”

“Sometimes, the teacher gets on my nerves because i’ll say something and he’ll just look at me like I’m stupid and then maybe answer my question after he calls on another student.”

While all these tough responses will make a difference, that last response is the response that will make the biggest difference.
The response that will have the most profound impact on the rest of my teacher career.
The response that makes this vulnerability a good thing even when it hurts. Because the insecurity and the guilt and the apologetic thoughts that are running through my head as I read that (and as I write this) are what will make me better.

I encourage all teachers to be reflective in their practice, but to also allow your students to be reflective about their year with you. Allow their voices to be heard and allow them to give you honest feedback through a teacher report card or some other form of feedback.

Prepare yourself to feel great after reading those incredibly thoughtful heartwarming comments, but also prepare yourself to rack your brain for the moment in the classroom that you may have made a child feel anything less than great.

Thanks for reading.

~Jesse James