Post Teaching Practice Feedback why and how

1. Post Teaching Feedback Sessions
Abeer Okaz
Pharos University in Alexandria
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022 #eaquals22venice

2. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
How does it
really feel like
when you are
being observed
during a CELTA
course?

3. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
Who are these?
How do they feel?

4. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
Trainee
waiting for
feedback
Tutor
getting
ready for
feedback
Other trainees
thinking of
nothing but to
leave to finish their
lessons for the
next day

5. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
PTF is an integral part of assessing trainees:
➔ These sessions that take place after assessed teaching practice in any CELTA
course
➔ Its main aim is to reflect back on what the trainee has done well/ has not done
well during their TP
➔ Tutors use Cambridge criteria to assess the lesson they watch then discuss and
give feedback in depth
➔ The sessions reflect the trainees’ participation, interaction and response to
feedback
➔ Trainees should use this feedback and take it into consideration before teaching
their next lesson
➔ Tutors use this feedback to follow up on the progress of the trainees
➔ Trainees who are not teaching are asked to observe and use observation sheets
to provide peer feedback
What is Post Teaching Feedback?

6. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
Team A: think of adjectives to describe how
trainees feel in post teaching practice sessions
Team B: think of adjectives to describe how
tutors feel in post teaching practice sessions
➔ Your description can be based on a personal
experience or shared stories
Task 1

7. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
How do some PTF
sessions feel like?

8. How do trainees feel?
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
A face
threatening act

9. Some trainees
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
feel less
powerful
feel the
sessions are
daunting/
subjective
are
defensive/
unmotivated
want to
pick & go
take
feedback
personal
feel
uncomfortable

10. How do trainees feel?
#eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
For most trainees, a Post Teaching Practice Feedback session is a
face threatening act:
☹ What tutors and/or other trainees say/write make the
trainee(s) feel uncomfortable
😦 😟 Trainees who have just finished teaching feel that the
tutors have the power and whatever they write down will affect
their grade
😟 Trainees who have not taught feel bored and in a hurry to go
home and finish planning for the next day

11. #eaquals22venice
©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
feel feedback sessions:
1. are overwhelming and
daunting
2. cause too much pressure
3. are harsh and subjective
But others think the best of
the course is the post
teaching reflection sessions
1. are defensive and
unmotivated
2. want to pick their
grade and go
3. take the feedback
sessions personal
But others are good
listeners, keen on
learning and open to
change
Some trainees:

12. What do most
trainees want?
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
versus
What do trainees
need?

13. What do trainees need?
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
1. get appraisal and empathy
2. feel what they have planned and delivered
is at least partially approved and not a
complete disaster (even if it is)
3. have choices/ alternative plans to
choose from (for action points)
4. not to feel that tutors are imposing
on them
5. not to receive feedback in the form of
orders and criticism
6. not to feel their experience is of
no value

14. Highly recommended:
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022

15. Why the need for change?
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
Because PTF sessions do not only involve
teachers thinking about how much students
have learned, but also about what needs to
happen to help them learn more in coming
lessons.
Because PTF sessions are helpful: HOW?

16. Changing perspectives
How?
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
As tutors/ observers, we should continue to:
1. encourage trainees to self reflect in depth (provide the means)
2. vary in the approaches to giving feedback
3. be constructive and promote scaffolding and a positive learning
experience
4. make feedback more personalised and directed, and allow space
for trainees to focus on how they progress/ next step
5. focus on the positive side of the lessons and offer practical tips
and techniques (let them explore)
6. involve other trainees in the process, and encourage peer
feedback
7. prioritise feedback
8. use hedging strategies to make feedback softer (when needed),
show approval and understanding to build rapport

17. As a result,
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
PTF will be
less stressful
&
threatening
Trainees will be
more open to
listen & take
feedback on board
PTF will be more
of a mini input
that includes
strategies & tips
Trainees will feel
the balance
between what
they have/ have
not done
Trainees will
understand the
value of giving
and receiving
feedback

18. Tips for trainees:
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
● embrace an honest approach to what happened in the
lesson
● be a good listener to get the best out of the session
● respond to the trainer’s suggestions and think of the
sessions as a learning experience
● interact, participate and respond to feedback
Ask 3 questions:
What did I do?
How did I do it?
What does my teaching mean for my students?

19. Reflective Habit
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
1. continue to develop the trainees’ reflective skills
hoping to bring up a ‘reflective practitioner
2. highlight the trainees’ strengths and address
strategies for improving future lessons
3. check how trainees feel about their lessons, the
quality of their teaching
4. encourage other trainees to give peer feedback
5. help trainees understand how PTF is part of their
ongoing PD
6. give trainees clear guidance on how to improve
their learning/ teaching
7. develop future evaluative teachers when there is
no longer have a trainer to support them

20. Give your PTF differently
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
Here is the link to a padlet with different
ways to give feedback on their planning and
teaching:
https://padlet.com/abeerokaz/k4sc1ahuv97o
4g8f
Which one would you vote for and why?

21. References
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©Eaquals Eaquals International Conference, Venice, 28 – 30 April 2022
● https://ihworld.com/ih-journal/issues/issue-33/tutor-feedback-to-
celta-candidates-why-they-sometimes-don-t-listen/
● https://www.teachingenglish.org.uk/article/reflective-talk-making
-conversation-tool-learninghttps://teflzoneracheltsateri.wordpress
.com/2021/05/29/15-ideas-for-reflective-teaching-and-training/
● https://www.xploretefl.com/articles/how-to-approach-feedback-o
n-teaching-practice-lessons-during-celta-certtesol/
● https://www.ucl.ac.uk/teaching-learning/publications/2019/aug/e
valuating-your-teaching
● https://www.teachthought.com/pedagogy/20-ways-to-provide-eff
ective-feedback-for-learning/
● https://www.elt-training.com/blog/politeness-strategies-in-tp-fee
dback