“How often is the feedback process that you are using with students active and not passive? How often does it turn your students into the main agents in a process of discovery, using their minds to create meaning and find sense in their own patterns of performance?”
When I started thinking
about feedback I started thinking about the kinds of feedback I was given
versus the kinds that I found out on my own.
When I’m being evaluated
I know that my principal is going to be giving me feedback on how I taught. Yet,
when I’m only observed every three years, I’m not sure how helpful this
feedback is given. I’m just happy that I didn’t do anything drastically wrong
that might cause me to be fired.
When I observe my
teachers in the summer graduate course that I teach, I give them feedback that
might help them be more effective in the classroom. I hope that the feedback I
give them is taken to heart and I can tell when they take my advice and adjust
their teaching methods the next time I observe them.
One thing that I do is
have my teachers reflect on the lesson that I observed. I have them write about
what they did, what worked, what didn’t work, and what they would change. I
leave a comment about this post and meet with the teacher the next day to talk
about specific things I saw or didn’t see. This reflection is written in a blog
post and all of the other teachers have to comment on at least three other blog
posts giving feedback. I like how the other teachers respond to what the
teacher has reflected. Some give suggestions on other things to try or ways to
expand the lesson. I see this blog post as a way to gather feedback. The
feedback from peers sometimes is more meaningful than it is from someone in
authority. Yet, I hope that all of this feedback will help the teachers improve
their teaching skills because getting and giving feedback can be very helpful
for both parties.
How do you give or gather
feedback? Please share.
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