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There was plenty I wanted to teach, from metaphors to logical fallacies. But most importantly, I wanted my students to enjoy public speaking, to love giving speeches as much as I did. They loved their subject and passed that love on to their students. Every day for two weeks, I searched for creative ways to inspire and teach my students. I helped London speak on her love for art; I had Arnav debate about cell phone policies in schools.

And by the end of the camp, I realized that my sixteen students all saw me not as a high school student, but as a teacher. I was on the other side of the teacher's desk, but I hadn't stopped learning. Each day, I was learning how to communicate more effectively, how to deal with new challenges and circumstances, and how to be a better teacher. I once thought that being an adult meant knowing all the answers. But in reality, adults, even teachers, constantly have more to learn. National Academy of Sciences. February 26, Archived from the original on March 1, Retrieved December 4, Retrieved February 9, How to Rock Your Baby and other timeless tips for modern moms.

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Retrieved February 5, The Atlantic. Retrieved March 31, October 24, Retrieved May 23, It really is amazing I went on to become a teacher. As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student. Why is it that some teachers think that giving feedback must be negative and corrective because that is the only way a student will learn?

The only thing I learned from my seventh grade experience was that public speaking, no matter how much I prepared, was bound to be a disaster. So what exactly is feedback? It can be verbal, written or gestural. Like my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others. Here you will find 20 ideas and techniques on how to give effective feedback that will leave your students with the feeling they can conquer the world. Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. When student feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner.

If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action. It is vital that we take into consideration each individual when giving student feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem.

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Studies of effective teaching and learning Dinham, , a; b have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality student feedback. These four questions are also helpful when providing feedback to parents:.

This is when rubrics become a useful tool. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart. Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions.

A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting. As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl. It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. When I conferenced with a student, that was my focus instead of all the other aspects of their writing.

The next day would feature a new focus. Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference. Model for students what appropriate feedback looks like and sounds like. Train students to give each other constructive feedback in a way that is positive and helpful.

Encourage students to use post-it notes to record the given feedback. The student can use a notebook to jot down notes as you provide the verbal feedback. Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion. Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note.

One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class. He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him. Students are quick to figure out which teachers use meaningless praise to win approval.

Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels. How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher? Make it so that they can do it anonymously.

What did they like about your class?

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If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers. Learn more about how to progress in your teaching career with an online Certificate in Education Support today.

She currently works as an education consultant and curriculum writer. I have a friend when I was in junior high school who is not quite good in learning. She learns only when she had a desire to learn. She changed after getting accident in the class in which the teacher gave her negative feedback. The teacher directly judged her and say a bad thing.

However, the negative feedback encourage her and made her life change. Now the result is she becomes a great students. So, feedback is necessary for the students to encourage and motivate them, but mostly should be positive feedback. I agree, sometimes we just need to be put in our place. However, the individual must be taken in consideration. My 8 year-old daughter will burst into tears when given any negative feedback but my 5 year-old son takes it all in stride. Thanks for you comment!

Take care, Laura. Finding the pitch and tone and when to be blunt and when to be sensitive can be hard. I enjoyed reading this and will send it as a link to my trainees before the start of my next training course. It will help me, I am sure.

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Thanks for this post. Giving feedback to beginning teachers is a difficult task, to say the least. Hope that some of the tips included will help you with your trainees. Best, Laura. Advocacy is the first key to giving presentation feedback. This builds confidence and helps engage the presenter to more success. Thanks for writing this. This article was worded so well and furthered my beliefs that feedback needs to stay as positive as it can at a young age. I can recount a few times I felt quite embarrassed after giving speeches throughout my early school years, and the teacher giving not such great advice on how to improve for next time.

This will make them more comfortable with the task and that alone may improve their performances for next time. Congratulations on writing such an elaborate description of how positive feedback should be given. I like in particular the fact the you base the process of giving feedback on what the student does right. This helps students build their self-confidence and be motivated to improve their performance because the truth is that all of us need to improve something about our work or ourselves.

There are other opinions who disagree with the efficiency of positive feedback.

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Yet, I strongly believe in it and you show so clearly in your post why positive feedback is efficient. I am a huge proponent of positive reinforcement in the classroom, at ALL grade levels.

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I was a leaner in the classroom through graduate school 20 years! Although I got plenty of negative feedback, the positive was what motivated me. The negative just made me feel bad about myself. As a mother now, I do my best to give as much encouraging feedback as possible to my littles ones. Thanks for your positive feedback! Great insights, Laura! Your last point is something that all teachers need to be encouraged to do. When students are given the opportunity to provide feedback to teachers, they are generally thoughtful and approach the task with maturity. The last point mentioned in the post is something that is often done on college campuses, but is often forgotten about once teachers are in their own classroom.

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Just as you mentioned, I believe that students will handle giving feedback with seriousness and maturity. I agree with what you stated here. I also love the last point in this post. Teachers should be open to feedback so they can grow and prosper as an educator. This will help us reach our students the best that we can in order to move their thinking. Sally, I strongly agree with your post on how students need to be given the opportunity to provide feedback to teachers. I think there is no better way to do so than asking your students for ways to improve your teaching.

Some really great ideas here, Laura. It is just as important that teaching professionals learn off their harshest critics, just as it is the other way around! I am quite passionate about feedback. You and any readers who enjoyed your article, may like to check out a free pdf guide I made on the same topic How To Give Feedback To Students. I totally agree with you about points 7,10 15 and These concrete ideas ready implement directly in the classroom are great ways to start making improvements on the feedback we give to our students! I like you, am looking forward to bring these ideas right into my classroom!

I have a question though. I am an assistant teacher in Japan, and one of my middle school students gets incredibly upset when he gets anything less than an A. He is an incredibly bright student that does well by the book, but when I have to judge speech tests for the students I am at a loss when it comes to giving him feedback afterwards. I am a preservice teacher and I am working with a student right now that also is more concerned on the grade then on the feedback.

What I began to do with her is to not give a grade at first. We first work on what she is struggling with then we continue to grow on her skills she has mastered. Since she does not receive a grade at first, she can focus more on improving her skills instead of the grade. I noticed this has helped my student a lot this year! I also have started implementing the compliment sandwich feedback and she has really enjoyed this. I would like to add another suggestion about the kind of feedback that is more likely to empower students and give them the respect they deserve as the great learners all of us are capable of being.

In fact this suggestion also has implications for what is taught. This suggestion belongs in the first point you raise. I seldom provide explanations in my feedback. I usually get the students to work out the answer for them self. This can only happen if they have the core bits. Thank you for sharing these tips for giving feedback! This is an area that I need to improve in giving my students more frequent written or visual feedback! I like the four questions to help keep the feedback stay focused. Also, I have a question about how often to give written feedback and ways to help it be consistent and simple?

I feel as though phrasing any feedback in this way allows the writer to asses themselves what this thing noticed is and what to do about it. It allows for more of a conversation and less of a feeling of criticism. Finding the pitch and tone and when to be limit and when to be delicate can be hard. I appreciated perusing this and will send it as a connection to my students before the begin of my next instructional class.

Your last point is something that everything instructors need to be urged to do. At the point when understudies are given the chance to give criticism to educators, they are by and large attentive and methodology the undertaking with development. As a pre-service teacher, I would like to thank you for providing constructive feedback to the beginning teachers that you work with. In my personal experience, while it may be difficult to accept constructive criticism at times, it is very important that we listen to what we are told to help us grow.

It is very important to also remember that while these tips are vital for teachers to keep in mind with their young students, that we, at the same time, need a positive experience when it comes to feedback so we do not get discouraged in our line of work. I think that this article serves as a great resource for yourself, as well as the teachers you are working with. Your article has truly peaked my interest. I opted in for your RSS feed as well.

Offering criticism to starting instructors is a troublesome assignment, no doubt. Trust that a portion of the tips included will help you with your students. You actually make it appear so easy along with your presentation but I in finding this topic to be actually one thing that I think I might never understand. It kind of feels too complicated and extremely large for me. Thank you for your article. As a teacher I strive to give what I hope is constructive feedback and in some instances, I give students a second chance to improve their work.

I use a rubric which sets out how the work is to be marked and hopefully focuses the student. I also give general feedback to the whole class. This takes a lot of time. Is there such a thing as overdoing it? Hi Mara! I am a young teacher but I do not believe there is a thing as over-doing it. Students would like to have as much feedback as possible to grow. I think if your feedback is mostly positive, many students would appreciate the time you spent on helping them succeed.

If you feel as though your feedback is too much, then you can narrow down what you focus on for each time you give feedback. If you always focus on spelling and grammar, maybe one time take a break and focus on one specific aspect of grammar or something different. I also think it all depends on the atmosphere of your classroom and what the students expect from you.

Hopefully this helps! I think giving the students the opportunity to improve their work is a great way to open up their willingness to try new things. It will hopefully spark their creativity and they will not be as afraid to fail on the first try. With the chance to improve their writing the students can work to improve and make corrections as they begin to understand what they need to work on. I will definitely be using this when I teach, thank you!

I like giving students a second chance to improve on their work after receiving constructive feedback. I believe that by giving students the chance to act upon the feedback soon after receiving it, the feedback will stick with them more and it will have been of more use, as sometimes I know I am guilty of this students do not use the feedback they receive because too much time has passed between receiving the feedback and the next opportunity to act upon the feedback.

I use a few guidelines to keep me grounded. For example, I do not correct grammar or spelling errors if I know that they have been instructed in the past. It is simply an expectation I have and I hand back any work that does not meet this expectation. I expect students to make the corrections and resubmit. They get the idea after a few submissions, and the majority of the work comes in error-free for most of the term. Secondly, I only give feedback on the skills we are immediately addressing. Finally, prior to students submitting work, I will frequently ask them to write me a note indicating what they would most like feedback on.

These strategies help me to focus my work, and I find that students give value to my input. Good luck! I love that you give students a second chance sometimes. As a student, I always appreciated when a teacher would let us do that because sometimes assignments are accidentally done completely wrong. I also love rubrics and will definitely be using them when I am a teacher. I do not think you are harassing students with feedback. If they care about their grades, they will appreciate the feedback because they are always striving to improve. Mara, I think it is amazing that you give your students second chances to improve their work.

I would have loved if my teachers would have given me constructive feedback and then allowed me to take that feedback and try again. I believe that the feedback will stick with the students more when they are able to apply it right away. Very interesting and useful tips. These are the areas where most of the teaching professionals lack in their career. Understanding the present mindset of the students is a great art nowadays.

I agree. We, as teachers, do not want to do what some of our teachers did to us. I think they just need to practice doing it in a different, more effective way. As the generation gap starts to get bigger, it is harder to understand where some students are coming from… It truly is an art! I believe that relationship between lecturer and student effect on student achievement. This is proven by various scientific researches, and I know from my own experience.

Generally accepted that in institute or college are learning a lot of stupid, lazy students, but no one thinks that in most cases the fault of teachers. Most teachers do not behave professionally with the students. Lecturers must give educational material interesting and accessible way. The material should not be loaded with different terms, it must be actual for a modern audience.

Lecturers must give equal attention to all their students, and at the same time to separate those students who himself understands material and who needs to explain it. This is only main rules of conduct lecturer and student. Unfortunately now is not all tutors correspond to these requirements. I was lucky to know such a teacher. He helps me a lot during study, and not only me. In fact, the main thing to be honest and then lecturer will understand and help you. Very nice post, I loved the way things are described.

Will share it with my friends as well. Keep up the good work. I really enjoyed all the ideas you presented here in this blog post. I am a pre-service teacher and I will definitely be using these ideas in my future career. I think that this type of feedback goes beyond just the curriculum and helps students grow into adults.

When they know the teacher recognizes them and their actions, it will make the learning environment more enjoyable. Thank you so much! What a great post. I think your comments about the need to be constructive in assessment are very true. I think you have a valid point. Feedback should focus on ability. If a student is torn apart and given little positive feedback they will loose motivation and the enjoyment to write that is so crucial to their success. If a student is told they have certain abilities they are more likely to embrace those positive aspects of their writing and use them to their advantage.

Focusing on positive things also boosts motivation. It is important to still give students things to work on but this can be done in a way that frames abilities. I think your point about giving timely feedback is also important. If too much time passes between writing and assessing a piece of work, everyone looses interest in what the piece was even regarding. I appreciated perusing this and could send it as a connection to my students before the begin of my next instructional class.

Your remaining point is some thing that everything instructors need to be advised to do. Hi there, thank you for the helpful post. I especially resonated with point 4 and point Both of these ideas were new to me, but they sound very effective in making our feedback to students both meaningful and educative. For point 14, I find this idea helpful so that when you are either conferencing with students, or when it is time for conferences with parents, you are effectively prepared in ways other than grades and experiences when you want to share with their families.

I appreciated the 4 questions presented in 4, so that there is a model to keep in mind when providing feedback to students. Hi, my name is Morgan R and I am currently studying to be an elementary school teacher. I completely agree with this post. It was always humiliating for me when teachers would point out things I did wrong in front of the whole class, or when they would always point out the negatives in my work. It made me embarrassed to turn in anything else. It is also impossible to feel comfortable presenting in front of everyone when you know that the teacher is going to be extremely critical.

When I am a teacher, I am going to strive to keep criticism positive and never humiliate a student. It should not be embarrassing to get corrections. Criticism needs to be given in the correct way. I think that is a great way to help the students improve while also making them feel good about their efforts. I will definitely be using that technique in the future. Great post! I definitely agree with you that we need to keep criticism constructive yet positive.

It is not fair to the students when teachers use their work as a bad example. We instead model good examples of work that students can use as resources to better their writing. After reading this article and reflecting on the kind of teacher I would like to be, it is important that all teachers are aware of these tips.

The twenty tips written about seem to work hand in hand in to help the students feel more confident about themselves. This is important in my opinion because confidence can lead to motivation for the students. Two tips that stuck out to me were tip number 11 and Both of these tips allow students to make the activity student lead and they are making the discussion. In 11 the teacher is preparing the student on how to properly give feedback. This will allow them to peer edit in small groups or pairs.

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Number 20 gives the student the opportunity to help the teacher improve, they can get feedback on how they are doing with their feedback. These will be important tips for me in my classroom! This is a wonderful article. Since assessment and feedback can be sensitive topics to address with students, it is important that it is done correctly, while still considering the needs of all students.

As you mentioned, the purpose of feedback is to improve student performance. If this is done in a way that discourages students, it will continue to hinder their performance and self-esteem. As teachers, we have the ability to positively influence our students to encourage them to do their best at all times, do we need to take advantage of every opportunity we can to encourage and lift them up.