Feedback is a powerful tool, and its impact can be transformative. In this blog post, we will explore several of the essential strategies for delivering prompt feedback to educators, equipping them with the resources for classroom success. The four key strategies discussed in the EL article, "The Fundamentals of Fast Feedback," will be at the center of our exploration.
Strategy 1: Nail the Praise
Research by Hattie and Clark (2019) reference a four-step acknowledgement approach to help avoid giving feedback such as “great job” without telling teachers why.
1. Describe what the teacher did well.
2. Describe the effect of the action.
3. Describe the next steps.
4. Describe why the practice is vital to continue.
Include the action that was impactful to the students.
Strategy 2: Differentiate the Frequency
Adapt feedback sessions according to teacher and student need. Use classroom visits, student data, assessment scores, student feedback to help you decide on the frequency of your feedback.
Strategy 3: Differentiate the When and Where
The Educational Leadership article provides ideas to address when and where feedback is given. 1) Consider giving feedback during instruction. Frequently a small nudge is all a teacher needs to adjust instruction. Be sure to give this feedback out of hearing range of students and other adults that may be working in the classroom. 2) Converse standing up. Catch the teacher in their classroom or hallway and briefly chat. 3) Collaborate in small groups. This works well if you visited a group of teachers who taught similar lessons in a given week. This strategy requires a great deal of trust and positive rapport with a team.
Strategy 4: Be Brief and to the Point
Target one primary goal with the teacher. Refrain from overwhelming a struggling teacher with too many critiques. It’s in our nature to want to fix issues as quickly as possible but providing too much feedback can hinder your efforts. Focus on a strategy that you can clearly communicate and is also one that could be implemented with relative ease.
Another strategy is to alternate between explicit guidance and inquiry. Teachers love choice, so provide ideas and allow the teacher to select what they think might work best for them. A more experienced teacher may not need the choices and may be able to generate their own ideas. Keep in mind you are differentiating the process according to the needs of the adults.
Courageously critique. Be honest and provide critical feedback if necessary. Be explicit and describe how an issue or concern can be corrected.
Stay focused on the who. Teachers can often diagnose their teaching practices by reflecting on the students’ work from the lesson.
Request a recap by asking the teacher to summarize or restate the conversation. This will provide you with the opportunity to clarify if needed prior to the teacher putting the feedback into practice. We often assume teachers understand our feedback and then wonder why a change is not evident the next time we visit their classroom. This recap helps to ensure the teacher fully understands your suggestions for change.
The Novice Teacher
A final word on the novice teacher…Less experienced teachers tend to need more procedural feedback in the form of praise rather than critique. Focus on the praise by modeling and providing time for guided practice to incorporate new methods. Utilize mentors and coaches to provide this model. As trusting relationships evolve, gradually introduce constructive feedback, with a mindful approach to avoiding exclusive reliance on written communication. The sincerity conveyed through non-verbal cues during face-to-face discussions is paramount in bolstering the growth of our newest educators.
As you embark on another year of observations, whether it’s your first or not, consider the frequency and method by which you offer constructive feedback that can bring fresh insights for enhancing teachers’ skills.
Hattie, J. & Clarke, S. (2019). Visible learning: Feedback. Routledge.
Comments