The Nature And Importance Of Instructors Feedback

The authors of this summary on rating your professor started using ratemyprofessor.com in their classroom in August of 2008. They wrote the essay due to the over six-hundred institutions that are now using it nationwide. They believe that writing this summary could help many professors understand the way students think when rating them and for students to see feedback on classes they may want to take. Otto believes that being able to rate your professor will significantly help many future college students who are wanting to know from their future peers if a course with a certain professor whether or not he or she is a good professor to have.

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.

As technology advances more and more, computers and internet have become more accessible, affordable, and ever so popular in recent times. With easy accessibility to internet, the online learning environment is a growing trend. Schools all over the nation offer online programs and fast earning degrees. Students from different demographics and age groups fill online classrooms making it even more popular. However, with such diversity in the classroom how does the instructor control communication in the classroom? Does the lack of participation from fellow students influence the learning environment? What are some of the different types of students

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.

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).

My eight years' work experience in an academic setting include post-secondary teaching of language and research seminar courses. In Canada, I have been working as an instructor, preparing and delivering courses, facilitating learning, and providing constructive feedback to students for the past four years. Moreover, I have two years of experience teaching at the University of Sao Paulo, in Brazil. The praising course evaluations completed by students at the end of each semester attest to my success in helping them improve their skills. I am also recognized by supervisors for effectively supporting student

The project B was the result of an analysis of a live interaction with the students in a classroom during the practicum II in a secondary school. The focus of this self-evaluation and reflection concerned the usage and the amount of corrective feedback with the students. First of all, in traditional learning situations, the teacher’s role was prominent and the one to achieve most of the talking in class. As stated by the MELS, while the teacher still has an active and central role in the classroom, she or he should act as a facilitator and a guide to support the children when learning. The exercise of this task in addition to the pedagogy classes held at the university enabled me to realize how and to

The standard view of thinking about responding to student writing has it that it could be really important significant for the learning process. In discussions about this pedagogical source of information about feedback, students and teachers talk about their experiences and perspectives. This article describes a pilot study on developmental writer’s attitudes toward and use of instructor-written feedback for some college students.

During the class project assigned this semester, students worked with either a friend from the class or was assigned a peer to complete the project with. After students presented, groups were asked to give the presenters feedback. This allowed the students to be involved in the other’s success and help them grow for future presentations. Sadler via Moore and Teather discuss how feedback helps students focus on “growth rather than grading” (1983). Therefore, the feedback students received has the potential to make a larger, positive, impact on their education than a grade

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,

I utilized the feedback provided by my instructor to improve my performance on subsequent responses and coursework.

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.