Professional Documents
Culture Documents
I always enjoy discussions regarding the subject of feedback in education. This year I am striving to be
cognizant of administrator and colleague feedback regarding my teaching style. In addition, I am attempting to
be conscious of the way I react to feedback and administer it toward my students. I also want to encourage
While reading How to Give Professional Feedback by Brookhart and Moss I felt uncomfortable, because
I had to acknowledge the dismissive nature I have toward my own evaluations. In the reading it states the need
for a pre-observation, observation, and post observation (Brookhart & Moss, 2015). The steps they described for
observations are far from what I experience in my coaching sessions. Earlier in my career, I felt evaluations
were based on classroom management and not curriculum. Today, I feel they applaud my classroom
management but still do not acknowledge my curriculum. In short, there is a disconnect between my
In addition to how I approach feedback with colleagues and administrators, I need to establish a routine
for providing feedback to my students. I’ve realized that feedback is a very difficult concept for me to organize
into a routine. In the classroom I have limited time and I usually find myself gravitating to the students who
vocally express that my assistance is required, rather than rotating around the room and effectively providing
feedback to each person or group. Research shows that students get graded but hear little feedback about their
strategies and tasks (Hattie, 2012). Now that I am aware of this phenomenon, I am intentionally lesson planning
with a focus on incorporating various forms of feedback (blog posts, group discussions, surveys, and small
group centers). In conjunction with this type of lesson planning, I am also establishing a routine of how to
Ultimately, I would like to effectively teach students how to provide and ask for productive feedback.
Research indicates that feedback is just as vital as what I am teaching (Wiggins, 2012). When children are
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taught that constructive feedback encourages maximum learning, they can become strong advocates for their
educational needs. I plan to accomplish these goals by providing a safe atmosphere for students to give
feedback. Additionally, I plan to implement the idea of giving a survey to each student after each unit that is
completed. The survey questions will range from what they liked about the unit to what can be added to the
lesson to help them understand it more clearly. My goal is to inspire my students to continue a dialogue with me
Hattie, J. (2007). The Power of Feedback. Review of Educational Research, 77(1) pages 81-112.
easy to just type your own footnote references and notes. To format a footnote reference, select the number and
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Tables
Table 1
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Figures
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