This document discusses principles for providing effective feedback. It recommends giving both positive and negative feedback in a specific, constructive, kind, and honest manner. Feedback should be given privately and as soon as possible after an event. When giving criticism, suggest alternative behaviors and encourage reflection. Barriers to effective feedback include fear of upsetting the recipient or lack of respect for the feedback source. Overall, following principles like giving specific examples can help teachers provide proper feedback to students.

1. Giving Feedback
Author:
Jorge Castillo

2. Introduction
• In order to correct the pronunciation,
grammar, listening and other skills of our
students it is important, as EFL teachers to
give a good a proper feedback.
• In this presentation the speaker is going to
give some principles about how to give a
proper feedback.

3. What is feedback?
• Feedback is an essential part of education and
training programmes. It helps learners to maximise
their potential at different stages of training, raise
their awareness of strengths and areas for
improvement, and identify actions to be taken to
improve performance.

4. Principles of giving effective
feedback
First, give them the good news.
• Good news needs to be:
• Clear If you think it was 'great' or 'excellent' or
'admirable' or 'very stimulating', say so.
• Specific If it was good, say why it was good.
• Personal That is, make the person you're giving
feedback to feel acknowledged as an individual. This will
get easier as you get to know your students.
• Honest Be clear what the nature of your good news is.

5. Second, give them the bad news.
Bad news needs to be:
• Specific. Make it clear in what respects the work is wrong,
inappropriate, whatever it is.
• Constructive Suggest how the work could have been
made accurate, good, conforming to the paradigm of the
subject, whatever. Suggest sources of information and
guidance.
• Kind Specific is kind. Constructive is kind. "Poor"
scribbled at the bottom is cruel.
• Honest (Same as 'good news')

6. • Give feedback as soon after the event as possible.
• Feedback needs to be given privately wherever possible,
especially more negative feedback.
• Feedback needs to be part of the overall communication
process and ‘developmental dialogue’. Use skills such as
rapport or mirroring, developing respect and trust with the
learner.

7. • Stay in the ‘here and now’, don’t bring up old concerns or
previous mistakes, unless this is to highlight a pattern of
behaviours.
• Focus on behaviours that can be changed, not personality
traits.
• Talk about and describe specific behaviours, giving
examples where possible and do not evaluate or assume
motives.
• Use ‘I’ and give your experience of the behaviour (‘When
you said…, I thought that you were…’).
• When giving negative feedback, suggest alternative
behaviours.

8. • Consider the content of the message, the process of giving
feedback and the congruence between your verbal and non-
verbal messages.
• Encourage reflection. This will involve posing open questions
such as:
• (a) Did it go as planned? If not why not?
• (b) If you were doing it again what would you do the same next time
and what would you do differently? Why?
• (c) How did you feel during the session? How would you feel about
doing it again?
• (d) How do you think the patient felt? What makes you think that?
• (e) What did you learn from this session?

9. Who gives feedback?
• Teachers
• Clinicians from a range of healthcare
professions
• Patients
• Peers and colleagues
• The learner themselves
• Others

10. Linking feedback to the
learning process
The learning cycle requires four kinds of abilities or
learning contexts:
• concrete experience – learners are enabled and
encouraged to become involved in new experiences
• reflective observation – gives learners time to reflect on
their learning
• abstract conceptualisation – learners must be able to
form and process ideas and integrate them into logical
theories
• active experimentation – learners need to be able to
use theories to solve problems and test theories in new
situations.

11. Barriers to giving effective
feedback
• a fear of upsetting the trainee or damaging the trainee–
doctor relationship
• a fear of doing more harm than good
• the trainee being resistant or defensive when receiving
criticism. Poor handling of a reaction to negative
feedback can result in feedback being disregarded
thereafter
• feedback being too generalised and not related to
specific facts or observations
• feedback not giving guidance on how to rectify behaviour
• inconsistent feedback from multiple sources
• a lack of respect for the source of feedback.

12. CONCLUSION
• As we just saw, giving an effective feedback
can be tricky; but if as EFL teachers, use
these can of principles and are aware that
our students want to learn, we can give a
proper feedback.

13. REFERENCES
• http://www.faculty.londondeanery.ac.uk/
e-learning/feedback/what-is-feedback
• http://www.brookes.ac.uk/services/ocsl
d/firstwords/fw21.html