1. Student feedback
should be educative in nature.
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. It is
most productive to a student’s learning when they are provided with an
explanation and example as to what is accurate and inaccurate about their work.
Use the concept of a “feedback
sandwich” to guide your feedback: Compliment, Correct, Compliment.
2. Student feedback
should be given in a timely manner.
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.
3. Be sensitive to
the individual needs of the student.
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. A balance between not wanting to hurt a
student’s feelings and providing proper encouragement is essential.
4. Ask the 4
questions.
Studies of effective teaching and
learning have shown that learners want to know where they stand in regard 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:
·
What can the student do?
·
What can’t the student do?
·
How does the student’s work compare with that of others?
·
How can the student do better?
5. Student feedback
should reference a skill or specific knowledge.
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.
6. Give feedback to
keep students “on target” for achievement.
Regular ‘check-ins’ with students
lets them know where they stand in the classroom and with you. Utilize the ‘4
questions’ to guide your feedback.
7. Host a
one-on-one conference.
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.
8. Student feedback
can be given verbally, non-verbally or in written form.
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.
9. Concentrate on
one ability.
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. For example, when I taught Writer’s Workshop
at the elementary level, I would let students know that for that day I was
going to be checking on the indentation of paragraphs within their writing.
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.
10. Alternate due
dates for your students/classes.
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.
11. Educate
students on how to give feedback to each other.
Model for students
what appropriate feedback looks like and sounds like. As an elementary teacher,
we call this ‘peer conferencing’. 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.
12. Ask another
adult to give student feedback.
The principal at the school I taught
at would often volunteer to grade history tests or read student’s writing
pieces. You can imagine how the student’s quality of work increased tenfold! If
the principal is too busy (and most are), invite a ‘guest’ teacher or student
teacher to critique work.
13. Have the
student take notes.
During a conference over a test,
paper or a general ‘check in’, have the student do the writing while you do the
talking. The student can use a notebook to jot down notes as you provide the
verbal feedback.
14. Use a notebook
to keep track of student progress.
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.
15. Return tests,
papers or comment cards at the beginning of class.
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.
16. Use Post-It
notes.
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. Place the note on the
student’s desk the feedback is meant for. 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 behaviours 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.
17. Give genuine
praise.
Students are quick to figure out
which teachers use meaningless praise to win approval. If you are constantly
telling your students “Good Job” or “Nice Work” then, over time, these words
become meaningless. Make a big deal out of a student’s A+ on that vocabulary
test. If you are thrilled with a student’s recent on-task behaviours, go above
and beyond with the encouragement and praise.
Make a phone call
home to let mom or dad know how thrilled you are with the student’s behaviour.
Comments and suggestions within genuine student feedback should also be
‘focused, practical and based on an assessment of what the student can do and is
capable of achieving’.
18. “I noticed….”
Make an effort to
notice a student’s behaviour or effort at a task. For example; “I noticed when
you regrouped correctly in the hundreds column, you got the problem right.” “I
noticed you arrived on time to class this entire week.” Acknowledging a student
and the efforts they are making goes a long way to positively influence
academic performance.
19. Provide a model
or example.
Communicate with your students the
purpose for an assessment and/or student feedback. Demonstrate to students what
you are looking for by giving them an example of what an A+ paper looks like.
Provide a contrast of what a C- paper looks like. This is especially important
at the upper learning levels.
20. Invite students
to give YOU feedback.
Remember when you finished a class in
college and you were given the chance to ‘grade’ the professor? 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? What didn’t they like? 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.
