Feedback Is Essential For Effective Teaching Essay

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.

Feedback both positive and negative is important for personal development as it helps us to become more aware of what we do and how we do it. Both in good and bad ways, this feedback can then be used to self-develop and improve our practice.

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.

If the feedback is questionable then it becomes useless because it is not trusted. Positive and negative feedback will be more readily accepted if it is kept even, if it is more of one then it may not be received well by the learner for reasons that become obvious within the learner’s behavior or work.

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.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” (Reid, B 1993 cited in Garfat, T. 2005).

An example of what it might look like for students to provide feedback to each other can be found on page 155. One teacher uses “the acronym TAG: T-Tell what you liked, A- Ask a question, G- Give a suggestion” (Hsu, 2009, p. 155). By providing feedback to each other, students learn different ways to make their essays better, and they never have to go to the teacher for suggestion. Now, this isn’t to say that the teach acts in a hands-off manner, because that is not the point. While the students are working together, the teacher walks around and evaluates the feedback that students are giving. If an educator feels as though the feedback being given is shallow, then he or she may help guide these students through the feedback process in a different way than what was modeled for them at the beginning of the year. If students are stuck in a debate and they cannot see eye-to-eye on a particular idea, then the teacher can move in and act as a mediator to encourage the students to work out the problem together. If progress is not being made, then the teacher might need to make suggestions to help the students get back on

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

The purpose of this study was to conduct a qualitative exploration of fac- ulty feedback on benchmark written assignments in an online doctoral pro- gram. The researchers examined instructor feedback provided to online doc- toral students on scholarly writing assignments across multiple programs. The Corpus for this analysis included 236 doctoral level written assign- ments that had written, embedded feedback from 51 faculty members. Re- searchers identi ed types and themes of embedded written feedback. Using a method of move structure analysis, embedded feedback was reviewed and coded to determine the occurring themes. A discussion and analysis follows covering the speci c types and themes uncovered in the embedded feedback within these written assignments.

In their article “Teaching the Art and Craft of giving and receiving feedback, Harms and Roebuck suggest that in every work environment, the process of giving and receiving feedback is very vital in addressing the performance of employees and managers. They claimed from their research that in view of the fact that there is no stipulated guideline in proving feedback, the use of a qualitative and quantitative form of feedback mechanism should be incorporated in daily learning by students. Harms and Roebuck suggest that emphasis should be placed on ensuring that feedback is a two-way communication (Krug, 1998, cited in Harms and Roebuck,

The rational for the classroom is to build a collectivistic environment for learning. Students are positioned in 2 H’s and each of specific table is its own group. The rest of the classroom area is around the outside of the student desks. The classroom is also set up which allows all students to be visible to the teacher no matter where in the classroom. I believe the classroom set up is effective because of the community that is created in the different areas of the classroom. I also think that it is specifically important that all students visible no matter where they are at in the classroom. Knowing the high needs of the students and their background tendencies to hide when they get overwhelmed. The area of the first H- tables allows students who need to be in chairs to not have to move their chairs to the carpet. I believe that for this class I would not change because they foster a collectivistic learning environment, which supports student from diverse collectivistic backgrounds. They downside of being of this having this environment is when they must be in an independent testing environment. This desk set up aligns with my teaching style and personality because of the inclusive environment, which encourages collectivistic learning. I also think it is important personally to have an open space plan to know where all students are located in the classroom. I would however add a break space in

Initially for the Duolingo project I decided to learn Hebrew because I thought it was more to similar to Arabic than it actually is. After having some trouble with the keyboard, I chose to do french because typing was more accessible, as opposed to hebrew where I had to find a Hebrew keyboard. I felt this would impede on my opportunity to give good feedback on the input aspect of Duolingo, so I chose one with a similar alphabet. Talk about this in input the letteres sith accent

In the field of education there could arise many philosophical ideas of each individual teacher. Many of the past philosophies have been and still are used in today’s education programs, such as the Socratic method. My philosophy will also contain some of the many philosophies of the past and possibly the future. I will state the nature of students, the nature of knowledge, the purpose of public education, method, and curriculum according to my own philosophies, which also may be based the philosophical ideas of previous individuals.