3.3 Explain The Importance Of Constructive Feedback To Learners

In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:

Praise and feedback should be used and given individually. These two are different but yet the same. Providing praise can build students self-confidence whereas, feedback can have either a positive or negative outcome. With feedback we as educators need to monitor student’s behavior and performance as well. Both should be used before, during, and after a lesson or assessment is given to

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

All feedback needs to be concerned and supportive; it needs to include both negative and positive feedback. Positive can help us feel good about our self and positive about our skills that have been observed. However to develop further we need negative feedback to make improvements and grow as individuals, and

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Feedback is perceived as more valid and objective, leading to acceptance of results and actions required (Michael Armstrong 2009:646).This implies

By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion.

With anyone, within a business or in their personal lives, being encouraged to do the best you can is always something that is welcomed with open arms. Alongside encouragement, feedback from different jobs that you are doing is always a good thing as well. By giving colleagues feedback from different jobs you will be able to notify them as to any mistakes that they may have made, and also feedback can give the opportunity to point out any ways that may be more productive for the employee so that they would be more efficient in doing their job role.

Feedback is important as it sets up targets; the person knows what to improve. It motivates people and helps them to focus. It helps identifying the strengths and weaknesses. It expresses what is important to the organisation and the job and reduces uncertainties in people.

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

Reinforcing feedback has a strong positive influence on behavior. Most of us like to hear compliments and feel recognized. Reinforcing feedback will encourage us to do what we did more often, and

When it comes to inspiring behavioral changes positive reinforcement is more effective than punishment in terms of changing the behavior in the long term. How effectively positive reinforcement affects behavioral changes is closely tied to how behavioral changes are incentivized and rewards bestowed. The case is similar for the application of negative reinforcement. However, rewards and punishments must significantly affect a person’s current situation--for better or worse--in order to inspire change. Let’s look at how positive reinforcement typically results in long-term behavioral change more effectively than punishment overall.

Specific and data-based rather than general: vague/generalised comments such as “you don‟t communicate well” or “you are doing a very good job” are less helpful than feedback which focuses on specific behaviours and informs the learner of where improvements need to be made and why you are being critical/complimentary. 2. Descriptive rather than evaluative: keep feedback impersonal and non-judgemental, particularly when it is negative. The feedback should be about the behaviour not the

I believe that feedback will help students realize what that may need to work or what they are excelling at. Therefore, as Dustin comprehension improves I would then go through chapter one through three with a series of questions and answers. I would ask Dustin some questions from each chapter and let him respond vocally with an answer. Then after he has given me his answer, I will then let Dustin explain to me why he feels his answer were correct. Afterwards I would then give him some feedback on why either answers were correct or why his answers were not correct. I believe having open dialogue can be very vital when studying out loud. Also, feedback can be very encouraging to a student, which in terms would give them that positive reinforcement to continue and keep up the good

If you commence the meeting with criticism, it will encourage defensive behaviour throughout the session and will reduce the possibility of accepting and learning from such criticism. Meetings should always start on a positive note so that the person can relax and engage constructively with any critical comments. It will also encourage the person to reflect and raise any problems themselves rather than have to have them pointed out. When reviewing their practice, ask the supervisee to reflect and give their own views on how well they had done in specific tasks before giving your own views. People are often quite critical of their own work and tend not to take sufficient credit for the things they have actually done well. The ‘Praise sandwich’ is a good approach to constructive feedback.