How can you respectfully and constructively give supportive feedback?

I agree with the example that says one must strive to find a balance between kindness and honesty. If feedback only serves a fragile ego, you will be doing the students a disservice. Yet it is also important to offer somewhat harsh criticism when it is warranted. One must build a healthy and open rapport with students first, then this ‘tough love’ feedback will be received. I would add that in my experience students are quite savvy to those teachers who seem too soft. They make this evaluation quite early in the term; therefore, I would say that teachers must be careful to find this balance and tone quickly or else they risk being seen as an unreliable teacher in the eyes of high achieving, more gifted learners.

Brevity is the soul of wit! --------------------------------------- 1.Only if feedback is sought, should one give it; unsolicited advice is unwelcome! 2.Mark precise pointers to the feedback, so as to be brief( initially). 3.Language to be used should be a mix of formal and floral, peppered with positive adjectives, if applicable. 4. Elaborate on pt.2.only when asked to. That way you know the person is serious about improving, and you don't waste time otherwise. 5.Objectivity is key to this exercise. Appeasement should not be resorted to, at any cost.

At my organization, we also use a "BEI" framework. Behavior, Example, and Impact. Behavior: I worry you might be struggling with time management right now. Example: I noticed you have been late to our last two meetings. Impact: I want you to have your full time with me, and when you're late, you don't get that. Always good to create call to action to! "What if we do this?" or "What do you think is a solution?" are great ways to put it into action.

I believe that the wording used during the delivery of the feedback is very important when using the sandwich method. After starting with positive feedback (i.e., what went well), one thing that I have learnt from experience is to avoid using “but” or “however” as it may negate what was said before. Instead, one could use phrases such as “I would like to see more of behaviour x”, or “if you keep working on behaviour x, it will help you get better at y and achieve z better”. This helps redirect the feedback towards an area of improvement where the person has ownership of their learning, rather than negative feedback per se.

One thing I learned from working with students is to describe observable behaviors and avoid adjectives. ( Can you tell I am an ELA teacher?) Avoiding labels stops them from feeding into some negative self-fulfilling prophesy.

Shifting our feedback paradigm to concentrate on precise actions and constructive recommendations holds great pedagogical significance. This approach circumvents the potentially demoralizing effect of negative labels and instead nurtures a growth mindset among students. It underscores the idea that every piece of feedback is an opportunity for improvement, not a judgment of capability.

I fully agree with this. The goal is to help the person grow, and therefore any feedback should come with a genuine empathetic attitude, where the person’s perspective and difficulties are also heard, as this will help offer the right support, if needed. In fact, the person’s behaviour might have come from a very good intention, hence why an open two-way communication is key.

I've found that when I showcase an open communication policy (time bound and school hours) the students don't necessarily come when I teach them. But when I don't teach them they know I am true to the times and appointment setting. I see my former students during all office hours and they always give feedback which is passed on. Consistency is key.

It appears that not all students receive follow-up from their faculties after providing feedback. This may be due to the current lack of staffing and inadequate funding for the academic teaching and learning process. While research grants are available, it's important to consider if there are sufficient teaching grants to support educators in their efforts to provide thorough feedback to students.

This is where the design reviews I mentioned above come into play. This constant feedback loop improves the students ability to make the most effective choice sooner than later, which of course time = money, so their productivity will increase when they enter the workforce.

In my point of view teachers should develop the skills of empathy and unconditional positive regard for their students. These skills are essential for creating a positive and supportive learning environment and they can help teachers to give respectful and constructive feedback to their students. Example 1 Instead of saying, "You're never going to learn this," you could say, "I know this is challenging for you but I believe in you. Let's break it down into smaller steps so you can see that you can do it." Example 2 Instead of saying, "Your work is sloppy," you could say, "I can see that you put a lot of effort into this but I'm concerned about the quality of your handwriting. Would you like some help with that?

Having gained experience, I have discovered that it is best to maintain a professional distance when offering feedback. By taking a step back and impartially observing the situation, I am able to provide constructive feedback that is beneficial to both students and faculty members. This approach ensures that emotions do not cloud my judgment, allowing me to offer objective and helpful feedback.