A few years ago, when we were just trying to find our rhythm post-pandemic, I started doing something that transformed how I approach the end of each school year—and honestly, my teaching overall. That thing? The S.T.E.P. Forward Protocol.
Even now in 2025, I’m still using it. And this year, after reviewing both my students’ feedback and my own reflections, I’m more convinced than ever that this process works. Let me walk you through how it works, what I learned from this year’s survey, and what I’m planning next.
And if you want to do the same thing, click here to grab your workbook with the survey for free.
What is the S.T.E.P. Forward Protocol?
This is a four-step reflective tool I created for myself (and now for teachers in my Academy) that helps end the year with clarity—not burnout. Here’s what it stands for:
- S – Student Survey: Capture student feedback.
- T – Teacher Reflection: Celebrate wins and analyze areas for growth.
- E – Explore Concepts: Deepen your knowledge in targeted areas.
- P – Plan Ahead: Set one clear, doable focus for next year.
If you want to read more in detail about this protocol, click here now.
Student Survey Results 2025
How did students feel walking into class?
One of the pillars of my classroom is building strong connections with my students—not just because a low affective filter supports language acquisition (as Dr. Krashen explains in his Affective Filter Hypothesis), but also because students learn best when they feel like they belong.
Therefore, seeing that most students felt positive or excited when entering class is affirming. It shows that our class culture and routines—like calendar talk and greeting routines—are working.
Did students feel like they were learning Spanish?
Language acquisition is slow and piecemeal, just like Dr. Bill VanPatten often reminds us. That makes it tricky for students to recognize their progress—and sometimes, it can feel frustrating for them.
That’s why I specifically asked my students if they felt their Spanish was improving. The vast majority responded “definitely,” especially when it came to reading and interpersonal communication.
Many mentioned that tools like reading logs and free writes helped them see their growth—proof that even if progress feels slow, it’s happening.
How much Spanish did we use in class?
Over 90% of students said we used Spanish most or almost all of the time. 🙌 That’s a big win! It reinforces that routines like class starters, transitions, and games in the target language really matter. Still, I’ll keep pushing to make every minute count without it feeling forced.
What Activities Worked… and Which Ones Didn’t
When students were asked about what made class fun or engaging, their answers were incredibly consistent. The most frequently mentioned activities included:
- Calendar Talk
- Talking about your day
- Group or pair activities
- Brain breaks
- Reading about interesting themes like la Tomatina, el Coco, la Llorona, etc.
- Free Voluntary Reading.
- Hand gestures and movement-based routines
- Calendar Talk
These responses confirmed something I already felt in my gut: students thrive when they feel part of something, when they’re moving, talking, and making meaning together. These kinds of activities bring energy into the classroom and make the language feel alive.
But I also wanted to know what didn’t work so well—because that’s just as important.
When I asked what we could do differently next year or what students would change, a few patterns showed up:
- Several students mentioned they didn’t enjoy free writes every Friday.
- Some said they want more listening activities
- Others expressed frustration with independent work and said they wanted more group activities or competitive activities
This feedback was super valuable. While I personally find Free Writes super valuable, I’ll think about how to make it less daunting for students. I realized I need to be more intentional with how and when I use this activity.
So, one of my big goals for next year is to include more small-group work—structured, collaborative tasks that support input and encourage meaningful output without relying so heavily on independent seatwork.
Because in the end, when students are engaged and supported, the learning comes naturally.
If you want to try out this protocol, grab the free guide here:
📥 growingwithproficiency.com/reflection
And if you’re curious about where to grow next, check out the free curated playlist:
🎧 growingwithproficiency.com/playlist
Un abrazo,
Claudia 💛
