Savvy Teachers 

Recognising your students achievements and providing feedback, in collaboratively social settings is a very successful strategy to build classroom culture and nurture intrinsic values in your learning environment.

If you are a graduate teacher, beginning teacher or a pre-service teacher, you will find this strategy to be highly successful as well as, easy to implement. Students are very responsive to this strategy with coupled with 'celebration'.

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Incorporating student feedback into your classroom culture, has been a particularly successful technique for me as a classroom teacher, where 'celebration' is valued in our classroom and also very personalised.

 

PROVIDING FEEDBACK TO STUDENTS

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As part of your professional requirements as an educator, you need to develop appropriate and successful skills in providing feedback to your students about their learning and development.

This can also be referred to as reinforcement or support.

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Like with all areas of teaching, your skills in this area will develop and depend on the group of students you have in your learning environment.

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Personally, I feel it is important to discuss with your students and be conscious/mindful of how students respond to feedback. You need to recognise that shy students do not respond well to social recognition but thrive on notes left on their desk with a written acknowledgement of their achievement.

Feedback can be very personalised and vary from student to student.

 

TYPES OF FEEDBACK

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Feedback to students can be given in a variety of ways and it is through experience and reflection, that you will learn which strategies get the best results for your students and their personalities.

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Having open discussions and being transparent about 'feedback' with your students will help build rapport and respect as you keep your feedback tailored to students and their needs.

 

Examples are:

• verbal feedback

• social recognition

• rewards for achievement (certificate)

• semester reports

• personalised notes / remarks left on students work

• one-on-one conference with student

• open discussion/reflection as whole class

• group discussion/reflection

• written feedback

• peer to peer reviews

• teacher to peer reviews

• self reviews

 

Feedback should:

• be consistent and regular

• be specific when making comments

• provide direction and clear expectations

• give support and recognition

• NEVER criticise or judgemental

• NEVER be based on gender (avoid using 'good boy/girl')

• always set clear pathway and goals

• be made available when student request it (some students will seek your feedback)

• be available to students during learning tasks or experiences

• used by educators to support students learning daily

• be personalised 

• part of your classroom culture

• view more as 'celebration'

 

For early childhood educators, the outcomes are clear with collaboration with your students being an important element with your assessment and reporting. For primary and secondary educators, your feedback is to be timely, appropriate about the learning that is taking place.

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INSIDE THE OUTCOMES AND TEACHING STANDARDS FOR ECTs and PRIMARY + SECONDARY TEACHERS