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BOUNCE BACK™ Teacher Assessment

What Type of Teacher Are You When Challenges Arise?
Discover how you tend to respond when pupils face difficulties, make mistakes, struggle with behaviour or experience setbacks at school.
18 questions • Approximately 4–5 minutes • FREE
Before you begin

Please answer based on what you usually do in your role as a teacher or educator, rather than what you think you should do. There are no perfect answers.

First name

Email address

Mobile number

I'd like to receive occasional BOUNCE BACK™ updates, tips and offers by:

1. When a pupil struggles with a difficult task, I encourage them to keep trying and help them find another way forward.

A
B
C
D
E

2. When a pupil makes a mistake, I help them understand what they can learn from it.

A
B
C
D
E

3. When a pupil loses confidence after a setback, I encourage them to recognise their strengths and try again.

A
B
C
D
E

4. When a pupil becomes upset about a setback, I tend to encourage them to move on rather than spend too much time discussing it.

A
B
C
D
E

5. When a pupil struggles with something I consider minor, I may feel they are making too much of the situation.

A
B
C
D
E

6. When a pupil repeatedly raises the same difficulty, I tend to expect them to deal with it and get on with their work.

A
B
C
D
E

7. When a pupil makes a mistake, I quickly point out what they did wrong and explain how it should be done.

A
B
C
D
E

8. When a pupil's work does not meet expectations, I focus on what needs to be corrected or improved.

A
B
C
D
E

9. When a pupil struggles because they did not follow instructions, I remind them what they should have done differently.

A
B
C
D
E

10. When a pupil struggles repeatedly, I sometimes wonder whether they are capable of succeeding at the task.

A
B
C
D
E

11. When a pupil lacks confidence, I may lower my expectations because I am unsure how much they can achieve.

A
B
C
D
E

12. When a pupil has experienced several setbacks, I may doubt whether encouraging them to keep trying will make much difference.

A
B
C
D
E

13. When a pupil is struggling, I try to understand what may be behind the difficulty before deciding how to respond.

A
B
C
D
E

14. When a pupil's behaviour changes, I consider whether there may be an underlying issue affecting them.

A
B
C
D
E

15. When a pupil experiences a setback, I adapt my support according to what I believe that particular pupil needs.

A
B
C
D
E

16. When several pupils need support at the same time, I tend to give more attention to pupils I naturally connect with.

A
B
C
D
E

17. When two pupils make a similar mistake, I may respond differently depending on the pupil involved.

A
B
C
D
E

18. When deciding who deserves another chance after a setback or behaviour issue, my relationship with the pupil may influence my response.

A
B
C
D
E