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 3

4 to 6

7 to 9

10+

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 2404

Personality 2283

Power 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 Changing, N. imp

Always Changing, A. imp.

Never Changing, 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

42Theories

Experience

Mentored

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

5111

30

Chart Title

uncommitted doing best

orchestra 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 Enthusiasm95

91

8177

74

64

5551

48

40 39 4045

0

10

20

30

40

50

60

70

80

90

100

K 1 2 3 4 5 6 7 8 9 10 11 12

P

e

r

c

e

n

t

W

h

o

L

o

v

e

S

c

h

o

o

l

Grade Level

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.

UCL 386.45

LCL 277.15

100

150

200

250

300

350

400

450

500

1 2 3 4 5 6 7 8 9 10

Nu

mb

er

of

Po

ints

fro

m R

an

kin

g

Root Cause Number

Control Chart for LtoJ Seminars: Root Causes

No Clear AimPermission to

Forget

Focus on Teaching; Not

Learning