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The elusive art of giving feedback
Ania KolbuszewskaBarcelona, 4 Feb 2017
Feedback
If you have nothing nice to say…
good news
bad stuff
encouragement
My hats
My hats
Why is feedback difficult?
observer observed teacher• fear of giving negative
feedback and hurting the teacher's feelings
• fear of confrontation • difficult to give teacher
time and space (esp. commercial organisations)
• fear of being criticised• expectations: "tell me
what was wrong"• not sure what to expect
(esp. first feedback)• fear for their job
Why is feedback difficult?observer observed teacher
STRONG EMOTIONS
Putting up a mirror
Effective feedback
• produce an agreement as to what is good and what action should be taken
• be efficient
• improve (or at least not worsen) the relationship between the sides
• produce an agreement as to what is good and what action should be taken
• be efficient
• improve (or at least not worsen) the relationship between the sides
Effective feedback
.
Do / Don't / It depends • concentrate on concrete details / examples
• give very general comments ("This was a really good lesson")
• take responsibility for your comments ("I think..., in my opinion")
• refer to an authority ("everybody says..., experienced teachers say... / do...”)
• allow for some time for the teacher to take in what happened in the lesson
• talk about your feelings and probe the attitudes and views of the teacher
• give advice "on a plate”
• use specific quantifiers (in this situation, on this particular occasion, in this
lesson)
• use universal quantifiers (you never / always...)
• separate problem from person
• criticize the person („You just can’t ..., can you”)
1. level of detail
• give detailed comments,
concentrate on
concrete details
• don’t give comments
which are too general to
be really helpful
1. level of detail
2. feedback giver
• take responsibility for your
comments („I think..., in my
opinion...”)
(f/back giver available for
discussion)
• don’t refer to an unknown
/ absent authority
(„everybody says...,
experienced teachers
say... / do...”)
(teacher has no chance to
discuss issues raised with
author of comment)
3. time between lesson and f/b
• allow for some time for the
teacher to take in what has
happened; give them a
chance to evaluate what
has happened themselves
4. participation
• talk about your feelings
• probe the attitudes and
views of the teacher - allow
the teacher to actively
participate in feedback
• do not give advice "on a
plate”
5. quantifiers
• use specific quantifiers (in
this situation, on this
particular occasion, in this
lesson)
• do not use universal
quantifiers (you never /
always...)
6. person vs problem
• separate problem from
person (make it clear that
you’re not criticizing the
person, merely trying to
eliminate a problem)
• do not criticize the person
(„You just can’t ..., can
you”)
• let the teacher know purpose of
observation and purpose of feedback
• give the teacher a feeling of being
listened to
and…
Observer says…1. This was a great lesson, Jamie, thank you very much. I don't think I'm
going to come observe another lesson you teach for the next six
months, because I can see you're totally on track.
2. I can see that you have problems with classroom management. It's
important to make sure that students understand your instructions
and that pairwork is organised efficiently.
3. During the reading lead-in, I noticed that some students seemed
unhappy and were looking round. Did you notice this as well? What
do you think was the reason for this? Do you think you could have
done anything differently? How?
Drama triangle
Stephen Karpman M.D.(1968)
Transactional analysis
• Eric Berne: insight could be gained by
analyzing patients' social interactions
• interpersonal interactions = transactions
• Berne investigated communications between
individuals
• certain patterns of transactions which
happen repeatedly in everyday life = games
Drama trianglePersecutor
Victim
Rescuer
It's all your fault
Poor me!
Poor you! Let me
help
Persecutor: • controlling• knows better• blaming• "critical" parent
Rescuer: • enabler• pain reliever• gives permission
to fail
Victim: • powerless• helpless• unable to achieve
insights
B1, GE, monolingual
• pairwork is not set up efficiently
• students seem not to have understood instructions
for pairwork
• result: students use L1
• teacher does not react to students' use of L1
Persecutor: It's your fault that sts don't use English in class
Rescuer: I'll tell you how to set up pairwork in class and everything will be fine
Victim: I've spent so much time explaining things to you and you still don't do what you should be doing.
Persecutor
Victim
Rescuer
Getting out of drama triangle
Persecutor
Victim
Rescuer
It's all your fault
Poor me!
Poor you! Let me
help
Assertive
Vulnerable
Caring
I have needs
I'm struggling
I'm listening
I-----------------------------------------I-----------------------------------------------I-5 0 +5
1. Level of detail of feedback comments
2. The feedback giver
3. Time between observation and feedback
4. Feelings vs advice
5. Generalisations
How do I know I get it right?
