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Thank you for your enlightening speech. I appreciated your lecture and felt as if you were speaking directly to me. What a great presentation. We thank you for your stimulating speech.

I dont attend this class btw

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It has been a fantastic class

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You should never give lessons and be judging. We must not forget that the trainee also comes with his wealth of experience.

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After a lesson observation I want to avoid talking and talking and talking... Some mentors just talk about the mistakes the mentee did and they are not interested about how the mentee feels about the lesson. They never ask the mentee to make his/her own proper overview on their lesson.

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I think that I would be very carthat my tone is not judging, to give positive feedback , to get answers from my mentee for the problems she encountered .

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I think that after observing a lesson is necessary having a conversation with the mentee about interesting data and information coming from that activity.The mentee should receive feedback on the quality of the lesson and this is constructive. It is also important that feedback leads to self-evaluation on specific practice. Both mentor and mentee should work as parteners in evaluating the quality of teaching and setting targets over an extended period. The mentee's reflection plays a more signifiant role in his/her development. The mentor should never judge the mentee, but share experience and the mentee should be aware about what went well or wrong during the activity so that the he/she may improve the quality of the teaching activity.I also think that self-questioning is a way of professional growth.

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never judge . Never start saying you could have done this and that better
Support and listen
be positive
constructive

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the feed-back must allways a positive one

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The teacher should be  objective and give the student the opportunity to express his owen feelings and opinions  about the activity, what was good and what was wrong  Also, the teacher  or the mentor must  bring in the front of the new teacher the strength points of his/ her  activity and to corect the eventually mistakes The feedback is necessary to find solutions and making new strategies.

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Teachers should be never angry, crazy, rude when they give feedback.

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Georgia
Feedback must be objective, reliable and real. Countertroductve is a hasty feedback that has made general conclusions. Feedback should be accompanied by recommendations on how to correct existing shortcomings

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There is no need to discuss the lesson with colleagues in the office. What you say negatively must be accompanied by an argument and a correct way to correct the mistaken detected.

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It is very important for us to get a good feedback.

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It is very important for us to get a good feedback.

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Cristina,ROMANIA

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I would avoid the superiority atittude, and I will focus and on the goodest things found in lesson.

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I believe that the most important thing would be to avoid simply evaluating the lesson observed. The mentee has to have the kind of feedback that allows him to recognize key aspects of the lesson, good or bad, but also to arrive at solutions without being simply told what to do.

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After a lesson observation a good mentor should share his/her point of view and discuss with all mentee these speaking also about their point of view.

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Self-questioning is the best form of professional growth.

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I agree with all the toughts shared.
One of the main thing should be to avoid criticism (highlight errors) and evaluation.
I would see a productive feedback gived in a positive, formative and construtive way, in order to help/guide the mentee to learn how to learn better and to contribute to his/her " feeling good and happy" of the learning achieved...

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First of all, the positive aspects should be highlighted.

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After an observation is necessary Mentor to give feedback to mentee.
Mentor has to avoid criticism and evaluation.
Have to start from the positive highlights of the observation.
Finnally, has to discuss with mentee the points, which mentee needs support, using phrashes like:
You should....
How do you feel .....
You are great, I would like to show you some new teaching strategies etc.
Mentor has to be kindly, friendly and supporting.

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After a lesson observation I would like to avoid  evaluating the mentee and assigning him / her a rating. Making judgments is something else I would like to avoid.

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I deeply agree with Loreta. We shouldn't judge the other's work, even though we may think we would do differently. Who knows what's best?

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After observation I think I would share the feedback with my mentee, in order to build trust in each other, never giving judgement.

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I think the best practice is to encourage the mentee and acknowledge their effort first, then to pinpoint what needs fixing but in a way that doesn't sound judgemental but rather friendly and helpful. productive discussion will help achieve the goal. the mentee has to understand that you are there to help and make them better teachers and help them enjoy their lesson to the fullest by minimising risks and errors.

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It is fundamental to not judge the mentee work.

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It os

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Providing effective feedback after a lesson observation

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Providing effective feedback after a lesson observation

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Feedback is counterproductive when it is not differentiated. Not all teachers - even novice ones - have the same level of expertise, problems, etc.

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Providing effetive feedback after a lesson observation

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Providing effetive feedback after a lesson observation

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I think that after a lesson observation feedback is necessary, even if it is negative. People usually learn by doing and, above all, when someone gives them the opportunity to think about their mistakes in order to avoid them in the future. In my opinion sharing observations between mentor and mentee is very important to grow, it is not counterproductive.

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I think a good mentor share with her/his mentee all the observation points and when both of them take feedback from each other. But most important is a positive key with work in confidence and no judgement atmosphere. Negative aspect is attitude to focus only mistakes.

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I think more positive than negative aspects should be brought up in any feedback session. The worst thing that could happen is creating an atmosphere of negative judgement. Furthermore, for very negative aspect concrete steps to improve the situation should be discussed with the mentee.

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A very important observation is the expressiveness during the lesson and whether or not we show nervousness.

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A negative judgemental attitude where only weaknesses are highlighted should be totally avoided. These aspects should be replaced by positive trusting attitude where success, even if small is shared and progress is the main target.

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There are several things to be avoided after a lesson observation. One would be beeing too judgemental. Criticism and insisting on the weak point are counterproductive.
Secondly, not offering the mentee chances to explain his actions is also a mistake to be avoided.
What is more, not ofering the oportunity to identify further solutions, to practice them and to prepare the next steps could prove disastrous.

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Counterproductive is when mentor minimise mentee's good points during lesson, focus only on bad things or making an atmosphere that mentee is always on observation.

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During the activities during a school year I offer my students several types of feed-backs. In the first step, they check the results and simply confirm their correctness. If the answer is not correct, the information is resumed in another form, depending on the student's learning style. I offer permanent support. In the second stage I ask them to self-assess themselves as if they were their own teacher. I try to develop their objectivity and critical spirit. In the third stage, I point out whenever the progress towards the person is needed, as compared to the beginning stage. At the last stage, students become autonomous and aware of their ability, progress, and subsequent development opportunities.

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I would like to avoid a couple of things as keeping my observation pro-forma secret for my mentee, not to start with a positive feedback or not to offer evidence that sustain my point of view. A counterproductive feedback is the negative one, when the mentor minimise the success during the lesson,  doesn’t  invite the mentee to self-evaluation, doesn’t show empathy, doesn’t provide alternatives. In a feedback session we shouldn’t give prepared solutions to the mentee, but support her to identify the best way to improve her teaching, and offer opportunities to practice the solution.

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I think you should focus in good things first and then share some aspects that could be improved in the future

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Self-questioning is the best form of professional growth.

The mentor has to induce self- questioning in mentee. Self-questioning is the best form to achieve professional growth.

The mentor has to induce self-questioning in mentoring. This is the main issue in the mentoring process. The mentor has to drive the mentee to identify aspects to improve.

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Provide a testof initialezpectations and a testat the end of the work

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Portugal
I think the feedback given must be constructive and not judgemental or with the purpose of evaluating or criticiging the mente´s way of working. The goal is to point out the positives and those to improve for the next class.

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I think is important to  be a positive person and make constructive observation.

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First of all, , I ask the mentee: "what do you think of your lesson? what would you do differently? and then, we discuss the points. One point or two, each time

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I would like to start this post by sharing one of memories out of this academic year. In my school, my headmaster announced that he would visit our classes in order to observe. He printed a checklist after searching on the net and we, as mentees, didn't know anything about the content of the checklist and observation area. Anyway, he visited one of my classes and he took some notes and then left the classroom. After the class, I asked him if he would share the observation notes or not. He just responded me " i cannot share because they are officially confidential notes" and he also added" there is no problem with your class activities". I was shocked when he told that those observations would be secret. Anyway, I would never keep such an attitude treating the observation notes as classified.

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They don't want to do it and if they want it they don't know how to do it

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Sometimes the mentee doesn't really want to change negative aspects. Sometimes happens that mentees wants to change but don't yet know how. Practicing together may be better than discussing after the lesson without children.

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I think the feedback given must be constructive and not judgemental or with the purpose of evaluating or criticiging the mente´s way of working. The goal is to point out the positives and those to improve for the next class.

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In my view, it is essential to ask the mentee about their feelings when confronted with the practice. I don´t like to record because I think the person and also students, can feel intimidated and not act with naturality. Later the feedback should be followed as a normal conversation, emphasizing the positive aspects and mentioning the negative ones in an smooth way.

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Being willing to teach but also to learn.

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I think it is very important to be a positive person and to show the issues that need to be improved.

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In a feedback sesion do not judge anything from what you saw in lesson, give an idea, help the mentee with your remarks

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Judging someone’s action without helping him to realize the way he acted is a common mistake.

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The mentor’s words, gestures and posture may influence the mentee’s career. Thus a constructive feedback is crucial, emphasizing the positive points and sharing the less positive points through a mutual reflection, which include a fair discussion and sharing of notes and opinions and the reconstruction of the strategies if necessary, to improve teaching and pupils’ success in learning. Doing the opposite would be counterproductive.

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A counterproductive feedback, after a lesson observation, includes unhelpful patterns of behavior and talk, such as, spotting weaknesses and suggesting solutions without listening to the mentee’s opinion and suggestions first. Not showing empathy by focusing on self-talk only. Not listening to understand and reflect before replying. Not being aware of your negative facial  expressions and postures that may be opposing your words! Not using YOU instead of I.

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I think you should not judge, just underline positive things and asking "why" he did something and what he would do to improve next time.

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I think is important to let the mentee describe the lesson to see his/her point of view, to hightly the strong points and help him/her to identify the week points and find resources for improving them

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I consider very useful the presentation, the way how to use the right language and phrasing for a feedback conversation. Positive observation, empathetic listening, providing alternatives, are methods which encourage the mentee and raise the trust relation.

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To be a positive person and feedback to be constructive.

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Identify and hightlight only weakness point is counterproductive. I was a mentee but my "mentor-tutor" didn't use tools for a useful observation. She told me what was wrong and what she would do. There wasn't a good experience. I'd have preferred to described my emotion and my choices about methodologies and lesson organization.

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Many feedbacks I remembered being delivered to me while in training were very judgemental focused on what had not gone as expected followed by a lot of prescriptions and even confrontations. Making use of diminishing and patronizing language in that particular context totally destroys any possibility of a trusting environment.

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My lesson observations were always positive mainly because I was curious to see if what I had planned worked or not! so every negative comment or neg data was also interesting to understain what I needed to rearrange.

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Romania

A mentor should appreciate the good aspects and suggest what the mentee could do to improve his/her teaching.

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A mentor should make sure that the mentee understands that through feedback, also negative, he or she is not questioning their ability as a teacher, but giving them points to reflect on for self-improvement.

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Highly counterproductiveis making a list of weaknesses and pouring the mentee with them all of a sudden or in a rough and tough way. This I experienced myself and it was awful. I would praise the mentee for the good aspects of the lesson and then exactly like in the video I would move on to the weak points by indirectly reminding them to the mentee, trying also to ignite a back reflection and self-evaluation. I loved the immediate testing on what to do to correct the "error".

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I think it is important to be a positive person and to put in evidence the aspects that needs to be improved.

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Always the observation is very important because it gives the opportunity to see what is good and what is wrong and we can find the ways to improve the work.

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After a lesson observation it' s important a truly feedback that give more importance to positive points and try to turn negative points in a moment to reflect about the

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It's important to be positive but also put in evidence problems and that the moment of reflection is sincere

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The mentor should focus on the positive aspects of the lesson, but be aware of the negative aspects of the lesson, the main goal is that the students will know what to do with a topic.
In the feedbacks, positive aspects for the transfer of the course should be kept in the foreground.

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Thanks to mentoring, we have the opportunity to get to know a person more closely. For us, this is a good experience in the field of psychology of communication. We learn to find an individual approach to absolutely different people, while simultaneously mastering the skills of persuasion.

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An after-lesson observation should be a moment of self-reflection/evaluation of the mentee's work (and the mentor's guidance), thinking about new strategies to improve teaching and pupils’ success in learning.

Feedback concentrated only on “do’s and don’ts” is surely counterproductive. Better leave the mentee to explore the pros and cons of the lesson first, according to what was planned; then confront and validate the mentee reflection with some examples observed, sharing your own experiences if needed.

Finally, the mentor should stress that whatever happened in class, it’s only one more step in developing the mentee’s ability to create and learn along the practice.

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It is important to maintain the level of trust in the relationship. So I would avoid to give judgment, to start from negative feedback and to give general consideration instead contextual based observation. It should be a cooperative analysis of the situation for finding better strategies.

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Negative or positive feedback is essential because it's a way of gaining self-esteem and growing professionally

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Negative feedback which pervades the conversation between the mentor and the mentee is counterproductive and would probably only destroy the student teacher's confidence. Both parties should reach their conclusions together with the experienced teacher taking the lead in order to develop better practice and make the conversation meaningful. The mentee must not be discredited or come away feeling discouraged about going into the classroom again.

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Mentor must focus on positive aspects of the lesson but he also must be aware of negative aspects of the lesson, the principal target is that the students will know what to do in a sitution.

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What to avoid:
- to highlight only negative aspects, or event to start with negative aspects;
- to remain at a general level of feedback, without giving concrete examples;
- not to provide concrete inputs, also as practical tips to do better;
- to make a long speech without asking the mentee what his/her idea is

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After the observation:
- mirror the mentees experiences along with the notes from the observations
- compare the mentees experiences with mine
- discuss differneces and similarities
- find ways to move on and learn from the observations.

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The mentee should put his concerns in hierarchy in a discussion with the mentor. Then, since the mentor is the observer, he/ she should provide clear data from the observation within a view of empathy about the mentee's concerns. The feedback has to be accurate and supportive in a prespective of progress, for both, mentor and mentee. I think that it is crutial to be understood, that the development of a new teacher is a team work: his/ hers and the mentor's until the new teacher feels that he can stand absolutely on his own feet.

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Mentor should focus on positive aspects of the lesson but he also must be aware of negative aspects of the lesson. So he is there to encourage his mentee and to give a good dvice

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I usually mention some aspects of the lesson during feedback in the form of counselling, making suggestions, saying how I would do it.

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The mentor must make constructive observation with tact and goodwill, emphasize both positive and negative point, and encourage the beginner teacher be overcome obstacles.

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I could never forget a follow up I witnessed… Peers, mentee and mentor shared their ideas and opinions on a lesson observation. One of the peers really was able to notice the most evident problems the mentee faced, but he was always saying “If I were you I would have done…” or “You can´t… you should or can…”. I could have never forgotten that because it was obvious that the mentee self-esteem was tumbling down and it was also obvious that all of that conversation was occurring in a past tense. You can´t change what happened, you can only take action towards the future. A positive non-judgemental attitude is essential to improve and criticizing destroys this that should be a trust-based relationship.

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The best evaluation feedback is to go through the lesson together. Try not to be the smartest teacher in the world and the smartest mentor in the world. Negative mentoring should be reported as unfair. The best solution is to let the teacher find good things of the lesson and thing to be improved

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What I absolutely want to avoid is a negative feedback where the mentee would only have a passive listening role without any self-evaluation of his session.

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What NOT to do:
Give just negative feedback without asking for an mentee's opinion and constructive advice.

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I think we need to be positive in our feedback for our mentee.They are for the begin so they need good advices and we can use,,I think you should" or ,,it is a good way but u can also..."

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A positive attitude is important. The tips can be like "another method that you can use in this case would be ... you can try it next time"

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I think absolutely you have   to avoid to judge and to put yourself as a model to follow because the mentee could feel unable and inferior and avoid a direct confrontation.

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The mentor's task is not to judge and give personal solutions (based on his/her experience) to the issues the beginning teacher has to face but to guide him/her prompting to new ideas which might help improve the lesson.

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We should avoid making judgments or evaluations. The feeback should be reflective and not an evaluation. We must take the mind to make a reflection on what happened in the class based on the records we did. It is important to show the importance of this continuous reflection on our pedagogical practices, because we can always improve ourselves.

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Giving feedback to my mentees shall provide them with an observer's insight into how their performance is progressing, as well as advice to solve any problems.  It is a delicate process and the  feedback after a lesson shall create opportunities to build confidence, motivation and skills.

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tell what are his good parts in the lesson observed. I will tell also about some mistake, if they are. After this , i  will ask my mentee to tell me how she/ he see his lesson, what are they goals and also what like at his lesson and what she/ hi dislike at his lesson. We make a plan together for collaboration to involve the experience of teacher.

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Keeping highlighting what went wrong during the lesson or  how the mentor would have done an activity should be avoided. The focus mustn’t be on the mentor and his/her skills but on guiding mentees to find answers to their questions, to self-reflect on their teaching approach and recognize their ability to change.

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In my opinion  it is important to let  the mentee think a while about his  teaching activities before involving him in the feedback conversation.  In this way he can think back of what he did and on how the lesson developed so that he may decide beforehand what was good and what wasn’t from his own point of view. It isn’t useful to provide negative feedback   even if things didn't go according to what was meant in the planning . I would not suggest  the mentee   how I would have developed the lesson but I would lead the mentee to find his own way to  overcome his weaknesses in order to build a conscious path towards a  personal professional  growth .