Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

How I Feel About My…

Name: _________________________________________

Directions: Circle the face that describes the way you feel!
Agree! Sometimes Disagree
1. I get excited when I get to work with my
classmates!

2. I like choosing the classmates I want to work

with, rather than Mr. Housianitis choosing for me.

3. When at lunch, I like sitting and talking with

others.

4. My classmates do not annoy me.

5. I would rather work with my friends than by

myself.

6. If a classmate does something different than how

I would normally do it, I would try to show that
classmate how to do it my way.
7. If a classmate and I got into an argument, I would
try to win the argument.

8. If a classmate does something different than how

I would normally do it, I would be excited to learn
“their way” of doing it.
9. If a classmate and I got into an argument, I would
try my best to peacefully end the argument.

10. I like all of my classmates!

Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

Explain why you selected the disposition(s) and how you will use your students' answers to determine
your students' dispositions:

I selected the dispositions related to students’ perceptions of other classmates. These dispositions
include, “The student displays positive attitudes towards peers,” and, “The student respects others in
the classroom.” These two dispositions are similar and interrelated, but they are not the same. One can
respect others without having good social connections to others. As a teacher, while it is essential to
begin to develop a repertoire with one’s students, it is also essential to understand how students feel
about each other. In a classroom environment, in order to keep it safe and encourage diversity, each
student must have respect for each other. This survey will allow the teacher to determine the students’
dispositions on this subject of social behavior, as the questions are geared specifically to uncover these
dispositions.

Explanation of the disposition survey:

The students will be given specific instruction on how to complete the survey, circling the face which
best correlates with the answer to the question/statement. Questions 1-5 and question 10 correlate
closely with the first disposition, while questions 6-9 correlate closely with the second disposition.

Concerning questions 1-5 and 10, if the student circles Agree!, then the teacher should have reason to
believe that that student has a positive attitudes towards peers. The opposite is true for a student who
circles Disagree, and further inspection is needed for a student who primarily circles Maybe on those
questions.

Concerning questions 6-7, if the student circles Agree!, then the teacher should have reason to suspect
that the student has trouble with showing respect for others. The opposite is true for a student who
circles Disagree, and further inspection is needed for a student who primarily circles Maybe on those
questions.

Concerning questions 8-9, if the student circles Agree!, then the teacher should have reason to suspect
that the student has no trouble with showing respect for others. The opposite is true for a student who
circles Disagree, and further inspection is needed for a student who primarily circles Maybe on those
questions.

Make a plan for using the survey in your future class. Your plan should indicate how, when, and why
you would give the survey and how you would use the class-wide and individual results.
It would be impractical to deliver the assessment too early in the school year, for the students have not
had enough time to develop an acquaintanceship with each of their classmates. To this end, the teacher
must strive to develop and carry out authentic learning activities that provide the impetus for social
interactions. By the end of the first month of school, there should have been enough time to deliver
enough authentic and cooperative learning activities so that social bonds can grow. At that point, the
delivery of this disposition assessment is possible.
This assessment must be coupled with teacher observations of student interactions, for using only one
method of assessment is ill-advised. Accommodations must be provided for those who struggle to read
– without such accommodations, the teacher may have inaccurate results.
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

I discourage having the students tally up the results to uncover their own disposition, as that is similar to
reading a WebMD page and developing a harmful self-diagnosis without professional assistance. Thus,
students who have concerning answers to the survey will be met individually, and a plan of action will be
created to establish positive social connections and feelings of respect. On a class-wide level, the results
will allow the teacher to determine if it is possible to introduce more cooperative-learning activities at
increasingly higher levels of cooperation, and to determine seating arrangements.
For future administrations of this survey for the same class, it would depend on the teacher’s discretion.
Has the class, as a whole, grown closer as a community? Have students who gave concerning answers
on the first administration of the survey shown improvement? Have students who initially gave positive
answers now show signs of regression? If the teacher decides that improvement across all aspects
(individual and class-wide) is not met, then another administration of the survey should be conducted.

For scoring and compiling individual data for this student, I would use this chart:
Scoring Guide Chart:

Disposition: student’s positive attitudes towards peers

Question # Agree! Sometimes Disagree

10

Total

Disposition: student’s respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative
respect)

7 (negative
respect)

Total
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

8 (positive
respect)

9 (positive
respect)

Total

For scoring and compiling class-wide data for this survey, I would use the following chart:
Scoring Guide Chart:

Disposition: students’ positive attitudes towards peers

Question # Agree! Sometimes Disagree

10

Total

Disposition: students’ respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative
respect)

7 (negative
respect)

Total

8 (positive
respect)

9 (positive
respect)

Total
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

RESULTS FROM SAMPLE:

Scoring Guide Chart for KAYLA:

Disposition: student’s positive attitudes towards peers

Question # Agree! Sometimes Disagree

1 X

2 X

3 X

4 X

5 X

10 X

Total 5 1 0

Disposition: student’s respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative X
respect)

7 (negative X
respect)

Total 0 0 2

8 (positive X
respect)

9 (positive X
respect)

Total 1 1 0

KAYLA HAS A POSITIVE ATTITUDE TOWARDS HER PEERS AND HAS LITTLE TROUBLE SHOWING RESPECT
TO OTHERS
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

Scoring Guide Chart for SHANNON:

Disposition: student’s positive attitudes towards peers

Question # Agree! Sometimes Disagree

1 X

2 X

3 X

4 X

5 X

10 X

Total 0 5 1

Disposition: student’s respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative X
respect)

7 (negative X
respect)

Total 0 1 1

8 (positive X
respect)

9 (positive X
respect)

Total 0 2 0

SHANNON HAS MIXED ATTITUDES TOWARDS HER PEERS, AND HAS MIXED FEELINGS ABOUT RESPECTING
HER CLASSMATES. CAREFUL ATTENTION AND FURTHER QUESTIONING IS NEEDED.
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

Scoring Guide Chart for CAROLINE:

Disposition: student’s positive attitudes towards peers

Question # Agree! Sometimes Disagree

1 X

2 X

3 X

4 X

5 X

10 X

Total 4 1 1

Disposition: student’s respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative X
respect)

7 (negative X
respect)

Total 1 0 1

8 (positive X
respect)

9 (positive X
respect)

Total 1 0 1

CAROLINE SHOWS A GENERALLY POSITIVE ATTITUDE TOWARDS HER PEERS, BUT SOMETIMES HER PEERS
ANNOY HER. CAROLINE IS NOT OPEN TO LEARNING FROM HER PEERS, BUT RESPECTS HER PEERS
ENOUGH NOT TO GET INTO AN ARGUMENT.
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

CLASSWIDE Scoring Guide Chart:

Disposition: students’ positive attitudes towards peers

Question # Agree! Sometimes Disagree

1 XX X

2 XX X

3 XX X

4 X XX

5 X XX

10 X XX

Total 8 8 2

Disposition: students’ respect for others in the classroom

Question # Agree! Sometimes Disagree

6 (negative X XX
respect)

7 (negative X XX
respect)

Total 1 1 4

8 (positive XX X
respect)

9 (positive XX X
respect)

Total 2 3 1

ANALYSIS OF RESULTS: Based on the responses of my students, I can understand that my students have
generally positive attitudes about their peers. Interestingly enough, all of the students responded that
they can be annoyed by their classmates. As a result of this, I must introduce more cooperative-learning
activities at increasingly higher levels of cooperation. I must model the how to behave cooperatively, so
Disposition Survey for 4th or 5th grade (by Jason Housianitis for FOUN 641)

January 25, 2018

that students can learn to not be annoyed by others. On a personal level, students who have concerning
answers to the survey will be met individually, and a plan of action will be created to establish positive
social connections and feelings of respect. For example, I must reach out to Shannon in a conference.
Concerning respect, many students express respect for their classmates, but on an individual basis, I will
have to intervene to find out why, for example, Caroline is not open to learning from other students, or
why Shannon has difficulty expressing respect for her peers when tense conflicts arise.