Feedback
is a gift. Ideas are the currency of our next success.
Jim
Trinka and Les Wallace
When we give feedback, we are hoping
to provide “information about an action, event, or process to the original or
controlling source” (merriam-webster.com). But I wonder how often feedback feels like
another definition of this word: “a rumbling, whining, or whistling sound,” an annoying
signal that has been returned and retransmitted. Hopefully the suggestions below will ensure
that coaching feedback is of the helpful, not the whiny, kind.
Timeliness
The closer to the observed event, the
better. Teachers are prepared for and
expecting feedback soon after sharing a lesson plan or being observed. They’re more likely to be primed for and open
to ideas. It takes no more time to respond sooner rather than later. Remind yourself of that as you prioritize
your busy schedule.
Be
Prepared
Although you don’t want the
conversation to be scripted, it’s best to think through, in advance, the
feedback you’ll provide. Preparation
helps you be clear and focused about what you are going to say. Finding the time to prepare for a feedback
conversation can be tricky. Preparing
sooner, right after an observation, for example, ends up taking less time
because memories are fresh. With this in mind, make a habit of scheduling time
for your reflection right after an observation.
If you are responding to lesson plans, use the “touch it once” rule to
save time. Unless it’s a tough situation
that you need to ponder, jotting down notes as you initially review the plan is
more efficient than a quick review when you download and then returning
later. Even with a busy schedule, we can
be prepared for effective feedback.
Be
Discrete
If your intended feedback might be
perceived as criticism, find an opportunity to speak with the teacher individually.
Praising publicly and recommending privately builds trust.
Ask
permission
Before offering feedback, ask, “Do mind
if I share some feedback with you?” Even though offering feedback is an
expectation of your coaching role, asking for the teacher’s approval before
launching in increases the likelihood of uptake.
Be
Specific
When your feedback is specific, there
is less room for confusion and more likelihood of acceptance. Be clear and
accurate. Don’t exaggerate to make a
point. Avoid superlatives like “never,” “all,”
and “always.” Overgeneralizations make people defensive, and rightfully so. Avoid evaluative words like “good” and “bad”
and harsh modal verbs like “should” and “must.”
“Might” and “may,” their softer cousins, are better
received, and show that our views are tentative and awaiting consideration. Don’t be vague, however. Use specific examples and connect actions to
the impact they have.
It’s also helpful to limit your
focus. One or two take-aways are
plenty. Any more and the feedback may
feel overwhelming.
Feedback
Frames
If we want feedback to be effective,
we need to choose our words with care. Others will be influenced by the words
we use even more than the ideas we share. Here are two feedback sentence
starters that open the way for listening.
I noticed….
Stating an
objective noticing (something you saw, heard, or read) can encourage the
teacher to self-evaluate. “I noticed several
students asked ‘What am I supposed to do?’ at the beginning of their
independent work time.” “I noticed
students laughed and smiled during the video; they made an emotional
connection.”
What if….
Beginning a
recommendation with the words, “What if….” demonstrates curiosity on your part
and hopefully elicits openness in the receiver.
“What if students generated their own questions before reading?” “What if Marisol was in a group with other
ELs?”
Allow
Response
After you’ve provided an observation
or suggestion, ask the teacher to give her perspective. Ask, “Is that what you noticed?” or “What do
you think?” Be sure there’s plenty of time for the reply. What the teacher says is ultimately more
important than what you say, so be prepared to prompt, encourage, and listen.
Offering feedback is a way to show that
I care about teaching and learning and about the teacher. I want to help those I am working with to
grow and develop, make better decisions, solve problems, and learn new skills.
Interestingly, the feedback I give is
as much about me as about the person I’m coaching. My feedback is a reflection of what I value,
my beliefs and experience, and what I consider to be best practice. It is also a reflection of my people skills:
how sensitive I am to the responses of others, how aware and thoughtful I am of
their state of mind. The feedback I give
reveals my skill as a coach. That is
something I could seek feedback on!
This
week, you might want to take a look at:
Ideas
by Grant Wiggins (of UbD fame) for more about effective feedback:
Making
writing feedback manageable:
Great
Ed Leadership issue on fighting
educator burnout:
Previewing as a strategy to support
retelling:
What
to do when you don’t feel like coaching (especially look at #3, Take steps to shift mood and approach):
That’s
it for this week. Happy Coaching!
Was this helpful? Please share!
Want to know about new posts? Click
“Follow” (bottom right)
