Giving Good Feedback

Exhibits A “Use the board more spatially great space” “Maybe use different color chalk” “Class inclusion” “Use the board more accurately” “Well done”

Exhibits B “board writing is seriously horrible, not even coherent. Could have used longer wait times” “Stop answering your own questions. About three times I counted, you would ask a question and then immediately answered it yourself. Pause a little more between ideas. You presented facts rather quickly, one after the other. It was a little confusing at the end.”

Exhibits C “Is very enthusiastic and has a friendly and open manner which puts the students at ease. Encourages students to answer questions, and tries to choose a variety of students (i.e. not just males, not just females)” “so many positives! Good agenda, hook, review of prior knowledge, questioning. You scanned the faces of your students to see if they were comprehending. You were relaxed.”

Exhibits D “I felt a bit intimidated after someone gave you a wrong answer and you simply said "no." - your tone of voice was a bit harsh” “The lesson felt rushed, breath and talk a bit slower. Your tension could be felt and that makes students nervous Wait for students to digest the question, before asking someone to answer. Too much material in a short time” “He should ask more clear questions. I was confused about the calculation done. Need more practice in explanation. He seems to be nervous. I am afraid not to answer because it seems he is comfortable only with the correct answer.”

Summary Make comment concrete/specific and causal –I had difficult reading your writing because of the marker was too light and the writing was small Try to be as diplomatic as possible, especially with negative comments –Instead of “Stop being so negative”, you might say “you said “no” a bit too quickly to some answers – this might discourage students from answer future questions The proverbial grain of salt –No one is out to get you