Constructive Feedback Research Paper

The differences between effective praise and ineffective praise is that effective praise should be given in response to specific behavior whereas, ineffective praise is random or unsystematically. Effective praise “promotes on task behavior, is “helping students to persist when faced with difficulty, and “working better together as a group” (TCH, 2016).

Positive re-enforcement is a great way to encourage learning, learning by reward encourages the learner into learning mode. It is good for those learners with low self-esteem and will encourage them to build upon their own success, self-evaluate and eventually be able to constructively criticise their own work as they go. Again this will be a positive step forward and should be encouraged as a means of assessment for both learner and teacher.1

Berks County, Pennsylvania Community Health Needs Assessment. (January, 2013). Public Health Management Corporation, Philadelphia, PA. Retrieved from http://www.uwberks.org/wwwpub/assets/base/ pdf/Commu

The article chosen for this Scholarly Journal Critique is “Physical activity and exercise after stoma surgery: overcoming the barriers” by Sarah Russell. The article discusses a survey and its finding. There were 2631 respondents participated in the survey “Living with a stoma, your experience” in 2016. This is one of the largest known surveys to date. The survey, in particular, looked at the physical activity and the quality of life from people living with stomas in the UK. The results, presented by Sarah Russell, emphasized a fear of exercise in patients after their stoma surgery.

CPL used this pre-application time as an opportunity to develop programs for the various populations and keep track of attendance and feed back; in effect, making an argument for the necessity of the planned grant execution.

Supervision is important for continued growth as a professional school counselor (Hess, Magnuson, & Beeler, 2012). Throughout my internship my relationship with my supervisor has been educational and productive for my continued growth. A strength includes that my supervisor provides timely constructive feedback about my skills and about cases. This evaluation helps me to grow and deepen my skills in order to become more effective with students. Another strength is that she helps me to further my knowledge about specific programs or services that are offered in the community that our students can benefit from. With her sharing this knowledge, she truly is supporting me in becoming a better school counselor. One limitation with our relationship is that sometimes she does not have an answer to my questions, however, this is usually due to an administration question that has not been answered. For example, one question that I have asked is why we cannot have an army or air force representative come to do a presentation to our seniors similar to how colleges come to the campus and do presentations. We have several students that

Unit 9: Mini-essay: Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners.

As a student in the Educational Doctorate (EdD) program, I had the unique opportunity to assist in the development and analysis of a qualitative method study designed to investigate the doctoral student experience at Lindenwood University (LU). Even though my primary role in the study was as principle investigator, I also was part of the eight doctoral students currently enrolled in Qualitative Methods who participated in the study. An inductive approach was applied to the data collected from the study with “little to no predetermined theory, structure, or framework” (Burnard, Gill, Stewart, Treasure, & Chadwick, 2008). Student responses were coded to identify

Response to intervention is a program that integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. This program helps students with disabilities, and students that struggle in the classroom. It also helps students to maintain a good behavior in the classroom. I believe there are a lot of reasons why schools are starting to adopt this system. For example, I think schools want this system because it reduces problems in the classroom, allows teachers to monitor children so they can see what there strengths and weakness are, and it also gives the teacher a way to keep track of their academics and behavior. I think teachers want what is best for their students,

One strategy to increase communication skills with team players involves feedback. In fact, the journal article, Tell Me So I Can Hear argues for creating a feedback culture between all teachers, assistant principals and principals. The authors Eleanor Drago-Severson and Jessica Blum-DeStefano explain how instructors can learn to give feedback in a way that improves relationships and increase development. They even went over the four ways of knowing, including instrumental, socializing, self-authoring, and self-transforming. “In a 2014 survey of district and school leaders in New York City, 75% responded that giving feedback was the most important skill they want to build and grow.” This illustrates how important feedback is for teachers because they can apply what they learned from their discussions and improve their lessons for their students. Teachers are flexible when willing to hear from others what they did write and wrong. Moreover, teachers should be able to open up to constructive criticisms and how

I found preventative feedback under interpersonal communication to be the most important concept from module three. Preventative feedback is feedback you give that zeros in on the prevention of negative behaviors. We accomplish this by letting our subordinates know what is expected of them, and the repercussions of what will happen if the standards aren’t adhered to. I feel this concept is the most pertinent to me because, it’s crucial that we establish the expectations and standards for our subordinates. There are three basic ways to apply the preventative feedback concept. First, perform it in the means of an initial feedback, and as the midterm feedback. By performing it in these two instances it provides an initial baseline of standards

Clear performance goals make performance appraisal process much easier for both managers and staff members. They enable supervisors to focus directly on job performance rather than personality. If an individual is under performing it is more appropriate to give feedback in private to prevent embarrassment and demoralisation. Feedback on a team’s performance can be given to the whole team. Before negative feedback is given the manager should ensure that it is not the organisation or themselves who are at fault. Negative feedback should be given in a constructive way so that encourages development and can be learned from. When giving feedback it is better to start with a positive. Positive feedback is as important as negative feedback. Negative

While the product of a bandwagon, it is a fact that the CCDA was introduced during a period of stasis, or a non-crisis time. While the bill had a strong coalition and message behind it, and there was a stronger need for child care due to more women entering the workforce, there was no immediately dire need evident. Even while women entering the workplace has doubled even since that time, our country still hasn’t seen a need to expand child care despite astronomical costs to working parents and the flat lining of salaries. In fact, the status quo has stayed the same, in that the Head Start program still exists as it did then, albeit with a few more services being offered, but it has yet to be expanded despite an even greater need today than the needs of that time. Even our recent Recession didn’t bring up the issue or

Fear of Feedback by Jay M. Jackman and Myra H. Strober Reprint r0304h April 2003 HBR Case Study Keeping to the Fairway r0304a Thomas J. Waite First Person Leading for Value r0304b Brian Pitman Luxury for the Masses r0304c Michael J. Silverstein and Neil Fiske Tipping Point Leadership

The ability of a student to learn effectively and comprehend what they have learned depends on the interaction of multiple factors. These factors include the level of connectedness between the student and their teacher, the role of a parent in motivating the student to learn as well as the student’s own effort. For a sixth grader, who shows fluctuating classroom performance with better test performances but poor on homework, a partnership between the student, teacher and parents can be forged to improve the student’s performance. This would be done through data collection on their progress by observation, documenting, measuring and monitoring the data for implementation.