My freshman English professor in college often noted that learning can be uncomfortable at times, especially the learning that sticks with you. As noted in an earlier post, he gave very clear feedback on what we needed to improve. I think he often told us that learning was uncomfortable, because some weren’t used to honest statements about their writing. Here was the thing, we all knew those anecdotal comments were making our writing better. So, we welcomed that feedback. If we develop a culture of honest feedback where students know that they will get better because of it, our students will make jumps more akin to light years than just baby steps.
One of the reasons I really don’t like standardized assessments and computer common assessments is that the feedback is very, very limited. A student only finds out if they were right or wrong. And granted, there is a time when only right or wrong answers matter. However, if we want students to become better at something, then they need to get specific feedback. In sports, if an athlete is using poor form, just telling the athlete they are wrong only provides them with that one piece of feedback. However, if we ask the athlete what they could do to improve their form(assuming that conversation has already occurred), that interaction is going to greatly improve their understanding of what to do next time. Another option is to demonstrate the correct form and show that in comparison to the incorrect form they were utilizing. If we have a culture where constructive criticism is welcomed, we can have those conversations without students getting embarrassed. Why? They know they are getting better.
In addition to honest feedback, there needs to be accountability. That can mean anything from a comment about how to correct an error to a tough conversation(especially if a student is capable and not giving their best effort). Unfortunately in the field of education, we assume that the only form of effective accountability is positive. Yes, that is the preferred approach. However, I bet most of us can think of an individual who cared enough to be tough on us.
When Pat Summitt coached at the University of Tennessee, nobody wanted to be at the other end of the bench during a game. Even though it might include some tough talk, players wanted to be on the bench next to Coach Summitt. They knew if she made a player sit next to her, she cared enough to make them better. We will talk about Pat Summitt’s style in a later post.
I think sometimes it is just easier to say, “Oh, they will never get it,” after the 10th correction. However, when we choose not to correct a student’s mistake, we are leaving what could be a lifelong hole in their learning. Make sure your feedback is specific and that you don’t pick too many things. Then, stay consistent with communicating your expectations.
I can remember coaching basketball. We would go over the gameplan. I would have 8-10 things to remember. We only managed to correct 1-2 things of the 10, if that! What I learned was that 2-3 things are the maximum foci for a student at one time. Once they master those, move to the next set of things to improve.
Lastly, some of that feedback has to include what they are doing well, especially if you asked them to work on it. Positive feedback works, but not in isolation. That positive feedback must be authentic, and not the same comment that is getting placed on every other students’ page. Preferably your comments should be unique to that student to some extent.
Rubrics. Here is another way to provide really strong feedback. I will do another post later about rubrics. Present the rubric prior to the assignment even being started. Let students see your specific criteria for getting a top score. They will often self-assess(so important).
Pro Tip from a True Professional:
“In the absence of feedback, people will fill in the blanks with a negative. They will assume you don’t care about them or don’t like them.” ~ Pat Summitt, Sum It Up: A Thousand and Ninety-Eight Victories, a Couple of Irrelevant Losses, and a Life in Perspective
“There is an old saying: a champion is someone who is willing to be uncomfortable.” ~ Pat Summitt, Sum It Up: A Thousand and Ninety-Eight Victories, a Couple of Irrelevant Losses, and a Life in Perspective
