Student Check-Ins: An Essential Tool for New Teachers

It’s fair to assume that your school day is hectic. Lessons are taught, assignments are posted, and emails are read. The bell at the end of the last period signals a quick transition to tomorrow. It’s easy, especially in your first few years, to lose focus on the young people in your class.  One way to stay connected is through quick student check-ins.

It’s fair to assume that your school day is hectic. Lessons are taught, assignments are posted, and emails are read. The bell at the end of the last period signals a quick transition to tomorrow. It’s easy, especially in your first few years, to lose focus on the young people in your class.  One way to stay connected is through quick student check-ins.

Student Check-Ins and Why Connection is Vital for Students

You’re probably familiar with the “Golden Rule”, the principle of treating others the way one would want to be treated by them.  It’s a beautifully simple philosophy to live by.

However, for a teacher — the leader in the classroom — it often is not enough to simply treat students with kindness and respect.

From the interactions we have at the grocery store or in an airplane to those with people we pass on the street, kindness and respect should be the foundation of all of our social and societal interactions.

The relationship teachers have with their students, by and large, goes beyond that basic level.

Compelling research indicates that kindness and respect are only the first steps toward an effective teacher-student relationship.  A recent article from the American Psychological Association shows that effective classrooms also provide students with ample opportunities for emotional connection with their teachers.

Why Student Check-Ins?

Student check-ins are quick ways for teachers to find out what their students are thinking and feeling.  Check-ins are versatile and can serve several goals, depending on how you decide to implement them.

Academic check-ins gather feedback about a particular lesson or aspect of your class.  You can use the feedback — particularly if there is any confusion after a lesson — to help with planning.

Social-emotional check-ins typically ask students to identify how they feel about something.  Research from UCLA reveals the simple act of naming our emotions can lower the intensity of those emotions.  Plus, dedicating class time to discussing student emotions is a way to acknowledge and affirm your students as people.

Getting Started With Student Check-Ins 

Check-ins can be daily, weekly, or monthly.  

Example: 

A high school English teacher ends each week with a check-in – here is an example. Students reflect on the highs and lows of their week or write about any concerns moving forward. 

The check-in can be formal with an academic focus or it can simply ask how things are going.  The teacher uses the check-in to facilitate a conversation that celebrates the conclusion of a busy week – a ritual the students look forward to.  The check-in also allows students to privately communicate any concerns to the teacher.  

Student check-ins can be quick.

Example: 

At the start of class, a junior high science teacher asks students to identify their current mood by matching it to a series of images.  If you’re interested, take a look at these examples.  Alternatively, the teacher can ask students to circle their responses on a worksheet.  

Students don’t have to write or explain anything; the whole activity can take as little as 30 seconds.  You now have valuable information about who to check in on, who to avoid calling on, or who might want to share some good news.

Student check-ins can be done at the start of the period, in the middle of class, or after the lesson.

Example: 

A middle school social studies teacher inserts academic or social-emotional check-ins into the middle of his lessons.  When used for academic purposes, the check-ins focus on the learning objectives.  What concepts are clear in the minds of the students?  What confusion is there?   

If the teacher prefers a social-emotional check-in, he might ask:

• What has made this lesson challenging for you?  How could you overcome that?
• How engaged have you been in the lesson so far?  
• How confident are you with today’s learning goals?
• What makes today’s lesson meaningful? What might make it more meaningful?

Student check-ins can be academic and provide feedback on learning goals or uncover student confusion.

Example:

At the end of a lesson on cell structure, a high school science teacher passes out an Exit Ticket.  The question posed by the teacher is: “If your friend was absent and asked you to share in a few sentences what they need to know from today’s lesson, what would you say?”  

When reading the responses, the teacher discovers that many students are confused about the cell nucleus.  Based on this feedback, she opts to begin tomorrow’s class by reviewing that important detail.

Student check-ins can be metacognitive.

Example:

At the end of a difficult lesson, a junior high math teacher asks students to reflect on the previous 35 minutes.  She prompts students to think about what factors encouraged their learning today and what challenges, if any, they had to overcome.

When discussing challenges, students mention distractions such as when the office calls the class phone or the hall monitor delivers a note.  Students also share insights about their engagement levels during the lessons. This feedback informs the teacher that one part of the lesson seemed to confuse students. 

On a positive note, the students describe how the small-group discussion part of the lesson allowed them to ask their classmates clarifying questions. 

Student check-ins can be related to the emotional engagement of your students. 

Example:

A high school history teacher asks students to reflect on a group project the class completed about the French Revolution. How happy are you about the work done by your group? How meaningful was the overall experience? How positive were your interactions with your group members?

The teacher uses student feedback to modify the project for next year’s students.   

If You Do Check-Ins, Be Prepared to Follow-Up

By utilizing student check-ins, you create opportunities to connect.  You also may learn information that requires further action on your part.  

If a student tells you she is nervous about her driver’s license exam tomorrow, be sure to ask how it went subtly.  When a student brings up last night’s soccer game, they invite you into their lives.  Ask them questions. These moments of connection serve as the reason why many educators love their jobs.

Conversely, you may hear that a student is experiencing a difficult personal situation that requires the attention of a counselor or administrator. 

Issues Related to Student Confidentiality

If you plan to ask emotional engagement questions, you may receive information from students that is private.  Make it clear to your students that under some circumstances, you may need to share the information with a counselor.  Stating this upfront prevents a situation where a student reveals something and they feel betrayed that you did not keep the information confidential. 

Remember That Student Opinions Can Be Useful (Sometimes) 

You should also be prepared for students to reveal their dislike of your subject matter, class, or assignments.  Student feedback can be a great way to reflect on your teaching practice!  However, some questions will provide feedback that is more useful to you than others. 

Questions that are less likely to provide useful feedback (in our opinion):

• Do you like the class?
• Did you like the project?
• What’s the worst thing about this class?

Rephrase questions to elicit more constructive student feedback:

• What types of assignments allow you to best demonstrate your learning? 
• What concerns do you have? (After going over the directions of a large assignment.)
• What aspects of the assignment were the most challenging? Do you feel like the assignment was worth doing in the end?

Be clear about what you hope to gain by asking for student feedback.

“Do you feel like the assignment was worth doing in the end?” allows you to learn if the significance of the assignment was communicated.  You can determine whether adjustments should be made next year.  Feedback such as this is more productive, in our opinion than asking if students liked an assignment.

Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He has a master’s in educational technology and is passionate about elevating the status of professional educators.