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Giving feedback
- 1.
- 2. Introduction • In orderto 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 givingeffective 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 themthe 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 feedbackas 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 inthe ‘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 thecontent 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 tothe 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 givingeffective 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 wejust 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