Cohesiveness questionnaire group 2 Pre Intermediate Wednesday/Friday 2011

Most of the students,who started in the Elementary class in October continued so only a few new students Nadia,Femi,Mustapha,Meriam,Atef,Alba
On this day of the questionnaire there were 16 students.
The results of the questionnaire for group One:
11 students completely agreed or agreed that their class is better than other groups;nearly 75% of the students in fact three times the percentages of students in group two.
9 students completey agreed or agreed that they would participate in another class if it had similar students.
All the 16 students completely agreed or agreed that the class was composed of students who got on very well.Again all the 16 students completely agreed or agree with the statement that the class was composed of students who liked each other.
15 students completely agreed or agreed that they were satisfied with their class.
12 students completely agreed or agreed that there were some students who worked with the same people.
11(nearly 75%) students added additional comments for the questionnaire whilst only only 3 students(33%) of the students in group two added additional comments for the questionnaire.


I've found that,in general,from the students who have been in the same group since October the cohesiveness seem to be high as they agreed with the following statements:
they would like participate in a similar group,
they get on well with each other,

Joseph who was in group 2 before hasn't always been able to attend to attend all the classes didn't realise that of the students often worked with the same people.
Amos,also from Cameroon is the most perceptive and intelligent in all the answers he has given in the questionnaires and interviews.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?