The goal of feedback in the evaluation and learning process is to help students improve their performance, not to hinder it. https://shivajimaneblog.weebly.com/aim.html

1. AIM:ACADEMICIMPROVEMENT
MISSION
Performance skills are critical in all public institutions and organizations and essential for social
participation and leadership. Individual talents that increase with practice and coaching are required
to function efficiently and intelligently. Therefore, it's critical to track performance feedback. Any
response to a student's performance or behavior is called feedback. It can be expressed verbally, in
writing, or through gestures. The goal of feedback in the evaluation and learning process is to help
students improve their performance, not to hinder it. It's critical that the feedback process provides a
good, or at the very least neutral, learning experience for the learner. Negative feedback can
demotivate students' efforts and results. Instructors have a special responsibility to support a
student's learning and provide feedback so that the student does not feel defeated when they leave
the classroom.
Teachers must introduce pupils to the Service-learning technique to improve their performance skills.
"A teaching method, a learning activity, and an educational philosophy that supports active and
engaged learning by integrating experiential learning and student inquiry with classroom learning
through community service," according to the service-learning technique.
Service-learning is a curriculum-based
approach to teaching and learning
that allows students to put academic
theory into practice in the real world.
The details of a service-learning
project will be determined by the
institution's mission, academic
discipline and program, grade level
and course type, and learning
objectives.
Projects, including service learning, can be incorporated into any course at any academic level.
Service-learning tasks assist students in meeting the course's learning objectives. They can be
interdisciplinary, and they can be used in several classes. A service-learning project is distinguished

2. because it is a community-based component of a credit-bearing academic course. Service-learning
has a long history and a large body of research to back it up. It is founded on the premise that learning
is more successful when it is experiential and inquiry-oriented rather than just academic (that is,
learning is enhanced by putting theory into practice and direct inquiry). As a result, students can get a
broader and deeper grasp of the course subject as well as higher-order thinking skills by putting what
they've learned into practice.
The advantages of service-learning: - Because service-learning projects are community-based and
carried out in collaboration with community organizations, they involve multiple stakeholders in the
learning process and, as a result, if designed and implemented correctly, can result in a more
academically rigorous and meaningful learning experience.
- Service learning can improve personal and social
development, such as interpersonal communication
and teamwork skills, citizenship and civic engagement
skills, self-efficacy, ethical action, and social
responsibility, which are critical to democratic societies'
continued growth.
Apart from the service learning method, here are ten
suggestions for teachers on how to improve each
student's academic performance through one-on-one
private conversations:
1. Maintain a positive attitude
Before I go into the step-by-step process of what a teacher must do to develop an effective
communication strategy with kids, I want to underline the importance of starting with a positive
mindset. When supervising a classroom of 20 or 30 students, you can be a disciplinarian, but you
should not be a disciplinarian in one-on-one discussions. It's critical to emphasize the positive.
2. Be Specific With Your Compliments
Before being critical, I said that mentioning students three things they did correctly in their work is
crucial, but the praise should be as specific as possible because students can detect BS. You could
commend the student's inventiveness, dialogue, and characters if you're grading a fictional writing
project. THEN you may start looking at the flaws. Many people have informed me that they despise
writing since their faults in spelling and grammar were emphasized by their teachers. Focusing on the
bad can deter pupils from improving a crucial ability.
3. Make a well-organized plan
Before the school year starts, make a strategy for private one-on-one talks with your students. This
entails planning how much time you'll spend with students. Once a month, I recommend meeting
with each student for 10 minutes. The mechanics of the meeting may be dictated by your teaching
environment. Private meetings during class while the rest of the students are working on an
assignment are an option if you wish to be considerate of students' time.

3. 4. Inform students of your plans.
On the first day of class, inform students
of your plans to meet with them one-on-
one. Remember that many pupils have
been taught to only see a teacher if they
have done something wrong. Put your
plan in writing on a sheet of paper
distinct from the course material and the
regulations in your classroom (which
students should help draft). In your
strategy, emphasize that your goal is to
work with each kid individually to
enhance their academic skills. Critical
thinking and the ability to question, write, and speak are all talents that should be highlighted.
5. Inform your parents of your plans
Notifying administrators of your plans is almost certainly required, but telling your pupils' parents is
equally critical. Encourage pupils to exhibit the written materials you gave them on the first day of
class to their parents. If you have one, put your ideas on your class website and Facebook page, and
figure out a way to communicate with parents. It is critical to keep parents updated about their
children's progress. Make it clear that you are meeting with every student.
6. Maintain as much privacy as possible
When you communicate with parents, you may be able to avoid having one-on-one meetings with
pupils in class where their classmates can hear what you're saying. Effective meetings necessitate
privacy. If you can't meet with pupils individually in your classroom or an adjacent room while
monitoring the other students, ask parents if after-school sessions are permitted. It isn't nice to have
after-school gatherings without the approval of parents and pupils. It's also feasible to hold meetings
in your office during study halls.
7. Give each student the same amount of time.
In official one-on-one meetings, don't spend more time with some students than others — and
remind kids that this is their choice. If you spend more time with some of your students, they may
conclude that you have favorites. Of course, you can still make yourself available to students who need
help outside of one-on-one meetings, but make it evident that you encourage all students to seek
such assistance.
8. Advice-wise, don't treat all students equally.
Others, on the other hand, do not respond well to
constructive criticism. Throughout the school year, you
will learn which pupils require special attention. Getting
guidance from the parents of these pupils is an excellent
method of understanding how to provide advice and
comments. As you speak with the students, keep an eye
on their faces to see when you should compliment them
on boosting their spirits.

4. 9. BEFORE YOU SPEAK, LISTEN.
Allow your kids to speak first. This is especially crucial in your first meeting. Allow the pupils to
introduce themselves. Before giving guidance to a pupil, you should get to know them well. If they're
hesitant to speak, ask them open-ended inquiries. Take notes so you can recall specific information
about the pupils. In future sessions, make it apparent that you remember specific facts about your
students. As the Simon & Garfunkel song "The Sound of Silence" suggests, "hearing without listening"
is not good. If you know and understand your students, they will appreciate you more.
10. Set high goals for yourself.
In your initial meeting, make it clear that you have high expectations for every kid. Because they've
battled in school for years, students with mediocre or poor marks may have low expectations. It's your
role to instill confidence in them by telling them that every student has skills that will help them
achieve in life, even if they aren't aware of them or haven't benefited their grades. Tell students you'll
work with them to discover and/or strengthen those abilities. Finally, make it clear that you will hold
high standards throughout the school year.
As a result, improving kids' performance skills are not complex. The techniques and
recommendations listed above will help you do well as a student.