Skills of good feedback Clarity Start with the positive Be specific not general Select priority areas Focus on behaviour and not the person Refer to behaviour that can be changed Be Emotionally aware

Skills of good feedback Be descriptive rather than evaluative Immediate feedback (where possible) Based on observation and not inference Based on what is said rather than why its said Leave recipients with a choice – open to discussion Limit negative feedback

Rules for feedback – from mentor meetings 2008 Allow reflection. What did you think of the lesson? Provide a positive motivational comment. Ask what could have been done differently if anything Did they meet their target? How or why not? Make suggestions How can we build on the lesson? Make further targets Get the environment right – relaxed, private, uninterrupted. Be specific Finish on a positive Allow sufficient time – negotiate a time suitable for both but which the trainee can own Agree a focus first – who leads on this? Can trainees be objective? (the emphasis will change as trainees grow in competence and independence) Even at the end of QTS its just a beginning! – How does feedback at the end of a course reflect this?

Rules for giving feedback group 2, 2008 Give the trainee a chance to evaluate first Be prepared to stop excessive self-criticism but reflect what went on honestly Avoid information overload End on a positive By agreement generate at least one SMART target Remain professionally detached Refer to targets and give evidence of achievement

References Watkins, C. (2000) Feedback between teachers. In Askew, S. Feedback for Learning. Routledge Falmer Acknowldgement Nicky Hepworth LJMU