Top Tips for Giving Feedback on Teaching Observations by Mentor SHOOC

Ask the awkward questions

mentorshooc — 2017-02-06 08:13:37 UTC

I've found this particularly hard, especially when trainees should be doing things they find difficult, like subject knowledge audits. Confront them frequently so it shouldn't come as a surprise.

Tell the mentees to think before dashing off an email.

mentorshooc — 2017-02-06 08:14:01 UTC

There can be a lot of reliance on advice and many trainees expect instant replies which can be a real drain on your time. Get them to pause and reflect, even when they might be panicking. This also avoids a full in-box with mundane questions like “Do you think it would be OK if I wrote this on the board with a blue pen?” (Genuine email question!)

Sit alongside mentee whilst you are marking or planning a lesson.

mentorshooc — 2017-02-06 08:15:07 UTC

The mentor can then explain the decisions they are making in interpreting the criteria and then support the mentee in marking or planning of their own

bite size initial responsibilities

2017-02-07 14:34:03 UTC

As experienced teachers we' make it look easy'. By giving the mentees a small but achievable challenge in the early days of their placement and in the build up to their block placement they get to 'have a go' and therefore get an insight into what they need to observe others doing to develop their own practice. They can then ask questions that are important to them and relate it to a specific experience, observe others with a purpose....and keep trying. Positive experiences and feedback develop a 'can do' approach and resilience for challenges to come.

How do they think it went?

2017-02-07 17:47:13 UTC

Starting point for you to understand what they thought of the lesson - the strengths and areas for development - not just to praise and focus on areas but to gauge their understanding of specific areas and their ability to reflect themselves.

Let them formulate their own criteria beforehand

2017-02-08 10:49:21 UTC

Let them formulate their own criteria beforehandand discuss whether these are achievable. It is easier to discuss what they want to learn before observations, for example, as they will be less likely to feel defensive about something that went wrong. Feedback can then start with their own evaluation of how they did on the points you established together.

Let them speak first

2017-02-08 19:27:33 UTC

| rather than telling them what they need to do asking them how they felt about a particular aspect and how they could then improve them

Be positive and honest

s_heimler — 2017-02-08 19:47:24 UTC

Engage in a reflective dialogue

2017-02-08 21:48:57 UTC

This dialogue (as opposed to one-way feedback) should be guided to help the mentee identify areas for development themselves. Give feed-forward based on this and then jointly develop an action plan.

Be honest

2017-02-09 16:12:48 UTC

Always try to be positive in the first instance. However a mentee will continue to make the same mistakes if problems have not been clearly highlighted. Confusion can also develop which can cause further anxiety for the mentee.

Its a two way conversation

2017-02-10 20:38:31 UTC

Debriefing is more enjoyable and easier if it feels like a conversation rather than a sit and listen session.

Welcome their opinion

2017-02-11 14:04:59 UTC

build on the belief that they are improving their skills and awareness of the job.
Allow them the possibility to 'persuade' on something they believe strongly in. Can ensure that they believe that their opinion counts and allows for a more open forum of conversation during feedback.

Develop effective reflection

2017-02-11 15:28:40 UTC

Early on in the placement it is probably most effective to take control of feedback as mentor, however, as practice and mentee understanding develops it becomes more important to encourage greater levels of reflection by the mentee. This is important to develop a professional dialogue around a lesson rather than just mentor based explanation of strengths and areas for development

Timing

2017-02-12 11:30:30 UTC

Give short positive verbal feedback about something specific at the end of the lesson. Arrange a time to discuss feedback. You need time to reflect and organise your thoughts too. Ask the mentee to reflect on the lesson themselves and to come to meeting having already thought about '3 positives / 3 negatives'. Then allow them to speak first in meeting. Agree next steps together.

Time for reflection

2017-02-12 14:12:09 UTC

Give time to reflect on the lesson before meeting up to discuss the lesson and get the mentee to record their thoughts. Begin by talking about their notes and use questions to prompt the mentee to think about what they would do next time.

Ask them what they think went well and what they would improve next time -

2017-02-12 17:42:10 UTC

Always be positive and pick out specific parts of the lesson that went well.

Let the mentee speak freely to allow them to meaningfully reflect on the lesson.

Only give 2-3 specific targets a week, that can be worked towards and reviewed the following week.

Their view matters

2017-02-13 09:58:40 UTC

Ask for their reflection on the experience first before exploring how they can build on what they enjoy and do well to tackle what is weaker or less enjoyable.,

Make them feel comfortable

2017-02-13 11:59:15 UTC

Make them feel comfortable

2017-02-13 11:59:20 UTC

Set up your

Make them feel comfortable

2017-02-13 11:59:27 UTC

Set up your room so that you can discuss the

Make them feel comfortable

2017-02-13 11:59:49 UTC

Set up your room so that you can discuss the lesson observation rather than simply telling them what you have observed.

Make them feel comfortable

2017-02-13 12:00:20 UTC

Set up your room so that you can discuss the lesson observation rather than simply telling them what you have observed. Look through resources and the lesson plan together

Make them feel comfortable

2017-02-13 12:00:20 UTC

Set up your room so that you can discuss the lesson observation rather than simply telling them what you have observed. Look through resources and the lesson plan together highlighting

Make them feel comfortable

2017-02-13 12:00:28 UTC

Set up your room so that you can discuss the lesson observation rather than simply telling them what you have observed. Look through resources and the lesson plan together highlighting the positives. If there are negatives you have the

Make them feel comfortable

2017-02-13 12:00:49 UTC

Make them feel comfortable

2017-02-13 12:01:03 UTC

Make them feel comfortable

2017-02-13 12:01:05 UTC

Be honest...

2017-02-15 17:30:43 UTC

Celebrate the good, be constructive with the improvements. Allow time to talk through the observation and allow the mentee time to think and help construct the next learning targets. Talk them through your ideas, be the critical friend and make sure they do not feel on their own.

Time management

2017-02-16 14:48:00 UTC

Help them to plan their time better, to allow them to highlight their strengths and areas which they need to spend longer periods of time on to show improvement.

Postive Critical Positive

2017-02-16 15:09:56 UTC

Start and finish with positives, but make it clear where they have ares to develop. This should improve their teaching, but also allow their self-esteem to improve as well.

Having a reflective discussion

2017-02-17 14:23:35 UTC

Through having a open and reflective dialogue with the mentee, it will enable the mentee to identify their own areas for development. Through reflection, it enables both the mentee and mentor to identify both the good and bad parts of the mentee's practice and what they need to do in order to improve. The discussion should be extremely guided to allow for the mentee to engage with their own thoughts and feelings and what they perceive to be their next steps. Should the dialogue be completely one-way (mentor-led), it will not allow for the mentee to recognise on their own what they need to do next - It is easy for the mentee to be told what to do, but if the mentee cannot recognise it themselves, they will find it hard to implement the points that are raised within the feedback discussions.

Show not tell

ibanez_rach — 2017-02-17 21:43:22 UTC

Although adequate time must be given for celebrating the positives in an observation, the mentee will probably be eager to know how to improve. However, rather than simply telling the mentee what they need to do to improve, model how the mentee can improve by showing them how a specific strategy would look in the classroom. This can be achieved through role play, or through observation.

Ask lots of pertinent questions

2017-02-18 16:45:43 UTC

Our aim is to enable mentees to be autonomous long term,so frame the feedback with a series of questions which enables them to effectively reflect.

It's a two way conversation

2017-02-18 19:41:04 UTC

Debriefing is more enjoyable and easier if it feels like a conversation rather than a sit and listen session.

Afl for mentees!

2017-02-20 21:47:20 UTC

Always ask them how they feel it went, what was a good part of the lesson? What student had a really good lesson? During this discussion, mentees will then normally start to pick at what they did (well hopefully!) enabling a constructive feedback discussion on how they could develop that part of the lesson for next time. ALWAYS offer support for any criticism of the lesson, it should be an assessment of their teaching to help them develop (Afl not AOL).

Positive, honest and supportive

2017-02-22 14:23:15 UTC

Always start with reflection from the mentee stearing them towards the positives. If there are areas for development let them try and find ways to progress on targets set before you give them ideas. Be honest in the feedback and give clear achievable targets. Make it clear that they can discuss things with you at any time as sometimes they need time to reflect on the feedback given to them.

Over to you....

2017-02-23 13:43:39 UTC

Ask the mentee how they think the lesson went - it may give you an insight into how accurate they are at self reflection. When the mentor adds to the conversation it is important to start with the positive, while also being realistic, open and honest.

Ensure that there is a plan in place for the future.

2017-02-26 15:59:56 UTC

When receiving feedback I would always want the mentor to collaboratively come up with a plan for the future to ensure that I can improve this aspect of my teaching. This turns what can be a negative conversation into a positive learning experience

Feedback

2017-02-27 16:33:38 UTC

When giving feedback I try to get the mentee to reflect first and often they have picked up on the negative things about the lesson already which I then try to give them ideas about how to fix and progress. I also try to give good points that could have been developed further so the mentee feels like they can build on that success.

Focus on the students...

2017-02-28 22:18:17 UTC

Avoid a commentary of the lesson, is describing a lesson minute by minute going to help the mentee develop their practice? Have a focus of the feedback by getting the mentee to focus on a specific student e.g. how did student A respond to the main task? What could we have done to help them develop further? Always offer a way of developing/target for any negative identified in the lesson (which can be the mentor suggesting an idea or the mentee coming up with a suggestion themselves).

Give feedback with consideration for the mentee's feelings

2017-03-03 16:04:07 UTC

Put yourself in their place and imagine how they will feel when they read / receive this feedback - do you need more positivity to keep them motivated & ensure they perceive you as a friend not a relentless critic?

What did you think?

2017-03-04 12:55:08 UTC

Ask them to reflect before you give any feedback

Always start with the positives and then give them something to improve on. Even if they have lots to develop, do no more that 3 at a time.

2017-03-07 13:12:12 UTC

the last one is none work related . . .

2017-03-08 16:23:23 UTC

I often find that when I have to give a high level of constructive feedback - it bodes well to have a pause once the relevant topics have been discussed and then refer to something completly different. Maybe something funny a student said . . . so that the conversation isnt ended on a ngative and the mentee has some time to recompose before leaving.

Discuss all areas of the staffs development

2017-03-09 09:32:52 UTC

We call this goal posting, its the mentee was never going to achieve a perfect lesson then we would never criticise that it wasn't one. I would start with what has been achieved and developed and refer back to that often even if it is something small

Ask the mentee to identify what they thought worked and did not work and what what they would do to improve. Add positive and constructive feedback and make suggestions. Thereby forming a plan.

a7034174 — 2017-03-09 15:01:28 UTC

A feedback sandwich

2017-03-09 18:08:21 UTC

Give a positive, then an improvement followed by other negative. This way the first and last words are not negative and the mentee feels valued.

Week 4 - Feedback on Teaching Observations - Ask the mentee for their Self Reflection Before giving your own Feedback

louisejaynerees — 2017-03-12 06:44:06 UTC

Your strategy may change depending on where the mentee is at - see the different models/roles of the mentor. It may be more directive at first, but with increased confidence, expect the mentee to be more self-reflective and identify not just what but how they might improve (or not!).

Use 2 ticks and a wish - just as you might on a pupil's work :)

Ask mentee to identify positives and then aspects that need improving in a positive manner.

a7034174 — 2017-03-13 13:43:27 UTC

Make feedback a collaborative processes

Nick_Russell_Hallam — 2017-03-14 13:19:19 UTC

As well as feeding back your thoughts and advice ensure that the mentee is actively reflecting on the experience and identifying strengths and weaknesses in their own approach - this will ensure they take
the feedback to heart

Reflect

2017-03-16 21:05:33 UTC

Ask the mentee to reflect on how the lesson went before offering any feedback. Once feedback is given, start & end on positives so that the mentee's overall impression isn't their weakness.

Be positive and focused

2017-03-26 17:43:06 UTC

Use a feedback sandwich (positive, point for improvement, positive) and then link this feedback to a focused target. Support the mentee in being reflective and suggesting their own targets. Give your feedback on the day of the observation!

Always refer to progress made

2017-03-29 09:42:07 UTC

There will always be progress made from the last discussion, observation and meeting focus on those to start with and encourage them to fully accept those before moving on

Feedback

2017-04-01 12:37:22 UTC

I find it helps the mentee if they are given opportunity to reflect on their lesson first and to see if they can identify themselves what went well and what needs working on. Then I try to think of all the positives in the lesson, suggest strategies in the area of improvement and end with another positive and reassurance that they are moving in the right direction.

Balance

cdalton8 — 2017-04-01 12:37:44 UTC

Make sure that you start with a positive piece of feedback and then look at something that may need improving. Be sure to end on a high with a final positive aspect of the lesson.

Be positive

2017-04-05 18:52:15 UTC

Always start with a positive! Listen to what the mentee has to say and empathise with them. Ask questions and be specific with feedback, especially on areas for development. And always end with a positive.

Balance

cdalton8 — 2017-04-06 20:21:41 UTC

Make sure that there are both positive and areas for development in your feedback. End on a high to ensure positive mindsets moving through development.

Open Dialogue

2017-04-08 19:26:39 UTC

Feedback should be an open conversation between you and the mentee with the use of questioning to help them reflect on solutions rather than telling them. This puts them in a position of responsibility and control, and encourages them to develop a reflective and solutions-focused mindset.

Be constructive

2017-04-09 02:56:09 UTC

It's no use just being negative. Remember that the mentee is there to learn, and it never does well if the person's confidence is being knocked. Build them up, make sure that there are plenty of suggestions of how they could do what they do well better and how they could do what they don't do well better.

Plan your questions whilst in the observation

2017-04-09 13:50:06 UTC

Much like you would plan questions for a pupils whilst marking books, the best time to plan your questions for feedback are during the lesson observation.

Feedback sandwich

2017-04-11 13:14:00 UTC

Always begin and end the feedback with the positive feedback, including what they have done well and what you liked. Put any constructive feedback in the middle of this and offer them space to reflect on it. Finish the constructive part of the feedback with 'moving forward' and discuss any action points on how they are going to continue the good things and improve where needed. At the end finish with something they did or are doing that you really like.

Be constructive frame the feedback in the positives and give examples.

2017-04-12 08:31:54 UTC

Be specific

2017-07-05 10:57:16 UTC

Filter out what is less significant, and be clear and specific about what is. Otherwise the mentee will be overwhelmed with information and unable to focus on what is needed.

Mix It up

2017-07-07 15:13:48 UTC

When giving your feedback always give areas that were positive and areas for development. In regards to the areas of development try to put them in to context my giving examples and then also suggest how you may have done it, sharing your experience and good practice is always good. But most of all be enthusiastic and finish on a positive.

Be specific

emmacoulson47 — 2017-07-09 17:52:57 UTC

Make sure you have clear aims for the feedback. Use examples to make it clear about the positives and negatives. Start with positive and use the negatives to set clear, achievable goals for the mentee. Make sure you give plenty of opportunities for the mentee to reflect, using open ended questions.

Help them help themselves

2017-07-18 15:11:11 UTC

Try to lead the trainee to their own targets rather than dictating them yourself. They are more likely to engage with them.

Remember that it is a 2 way conversation and trainees should be encourage to think about the positives and to give examples of these and how it impacted on the learning. Trainees dwell too much on the negatives!

2017-07-20 10:34:42 UTC

2017-07-20 18:04:26 UTC

Remember what it feels like being a trainee student and show empathy. Remember to ask questions and listen carefully. Try to have a conversation rather than a one sided meeting. Remember that feedback should be about 80% positive comments and 20% constructive criticism - as mentee always remembers the bad points rather than the good ones!

be concrete and specific about what went well. When tackling the negative aspects ask the mentee whether they would like to hear your suggestions, rather than just telling them your concerns

2017-07-31 18:40:05 UTC

Let them talk

2017-08-04 15:35:27 UTC

Allow the trainee to lead the discussion to develop their self-reflection skills. Try to make it an open conversation where they feel like they can ask questions and have a real discussion on teaching and learning. When you are feeding back, praise them for what went well, and contextualise any specific areas for improvement.

Ask them how it went

a_woods2 — 2017-08-08 10:57:28 UTC

Be positive when asking how they feel the lesson went. Focus on the positives but guide them to be reflective on what went well and how they feel that they could have improved different aspects of the lesson.

Remember what they are working on.

2017-08-14 10:21:07 UTC

Try to keep in mind their previous targets, and base the discussion around these. When trainees are genuinely trying to work on an area/aspect of teaching, I find that they really appreciate the feedback in relation to an area that they are focusing on whether it's a positive comment, or a point for improvement. Keep suggestions small and manageable so they can see that progression is achievable.

Focus on the positives first

2017-08-16 15:47:58 UTC

by letting the mentee reflect on their lesson first, helps the mentor to understand how the mentee has visualised it.
Then the mentor can talk about the positives first, reassure and praise them. Then ask them, what they can improve on? the mentor should let talk, and listen to them, and then help them improve their methods with ideas and strategies. Finally reflecting on the complete picture and pointing more on their positives.

Listen to them

2017-08-21 15:35:57 UTC

if the mentee can talk about what has happened, you see their concerns, this then helps me to understand what improvement I need to re-inforce and flags up areas to discuss. I generally prefer starting with me listening to the person as I think this leads more naturally into reflection.

A praise sandwich

2017-08-22 13:02:16 UTC

When giving feedback, always start by asking the mentee what they think how the lesson went and listen carefully to their feedback. When giving actual feedback, always start and finish with a positive. The middle part should deal with no more than three achievable areas for improvement.

Be Reflective and Positive.

2017-08-24 12:49:43 UTC

Also allow them to reflect on how they saw the lesson first and then focus on the positives of the lesson using the negatives to set developmental targets

Clarity

2017-09-06 14:01:08 UTC

Focus on the positive and be really clear about what needs to be learned / done and why. Reiterate the key points and "targets" so that there is absolute clarity about what has been discussed and what needs to happen and why.

Include then in the feedback

debsgold — 2017-09-07 14:05:05 UTC

Geth the mentees point of view on how they feel it went. They may be really pleased with how a certain aspect went and not happy with another. I find if they can identify strengths and weaknesses its easier to move forward. Be mindful of the way that your mentees learns.

Start with a positive

2017-09-07 16:38:03 UTC

Focus on what went well to start with and then ask the trainee what they thought needed improving to help them self reflect.

Use exploratory questioning

atodd9 — 2017-09-08 18:09:25 UTC

Use open questions in relation to what you want to focus your feedback on and to the targets already set. This way you can stick to the objectives and give more concise subjective feedback.

Refer to targets

2017-09-10 08:25:05 UTC

Keep the reflection specific to the focus and targets. Be positive, as open questions and listen.

What went well and what could be better?

2017-09-10 11:15:59 UTC

Ensure you ask the mentee about both positives and negatives of the lesson. Allow time for them to reflect upon the lesson before asking.

Using open questions

2017-09-10 17:35:45 UTC

Use open questions and ask mentees why they did certain aspects. They will then see if the activity worked and the implications. It is good to refer back to aims and objectives to see if they were achieved.

Positive and reflective

rwood17 — 2017-11-12 12:05:26 UTC

Allow the mentee time to explain how they thought the lesson went, focus on the positive and set development target based on the negatives.

Positive!

2017-11-20 21:03:27 UTC

I hate asking, "how do you think that went?" but I love the idea from the workbook video of asking the mentee for one positive aspect and one area for improvement. I try to be as positive as possible, especially at the beginning and end of the feedback, with some areas for improvement in the middle. Also, use the end of the feedback session to summarise what you have talked about and check that you have both understood!

Open with a question

2017-11-29 09:49:07 UTC

I would always let the trainee start the conversation so I know where they're 'at' and how to pitch my feedback. Are they seeing the same things I am? Are they overly positive/negative about their performance?

Focus on specific target areas

2017-12-06 20:48:58 UTC

Whilst you may choose to record number of areas where improvements could be made, focusing on a small number of targets for action, ones that are most fundamental to the development of the mentee, will give them something to focus on for next time, rather than leaving them feeling overwhelmed.

Be specific

2017-12-11 14:16:20 UTC

Always ask the mentee how they felt the lesson went. Share the positives from the lesson and a couple of specific targets for them to improve on for the following observation. Make sure these targets are obtainable and suggest ways in which the can achieve them.

Describe specific aspects and give specific advice:

2017-12-14 23:13:53 UTC

Be clear and objective about what you observed - this can be really helpful because the mentee often doesn't spot the same things as you or is too busy 'delivering' to notice. Try to give very specific ways of enhancing, consolidating or improving practice that they can try out straight away and see tangible progress.

Be supportive

2017-12-22 22:07:22 UTC

Although things may have gone wrong, remember what it was like in their shoes. It is nerve wracking getting feedback. So be honest but supportive and empathetic and always, always, always tell them all the positive things they have achieved.

Choose two good things!

2018-01-01 15:05:36 UTC

I always ask my mentees to identify 2 good things from their lesson. I focus on these giving specific examples that I have noted from the observationsThen I ask the mentee to choose 1 thing thay could do even better. Together we set clear small step targets to achieve in the next lesson based on this area for development. I also remind the mentee that I have been there and I never liked the opening question- How did you think the lesson went?

Be specific and positive

2018-01-05 14:17:18 UTC

Emphasising the positives to the mentee as much as possible encourages their self esteem as a teacher. Repeating positives will encourage the mentee to reflect on why it went well and develop this. If the mentee is feeling positive about their teaching they are more receptive to suggestions on how to improve specific areas without it feeling like they are being attacked.

encourage self reflection

2018-01-09 10:40:30 UTC

the first question should be "how do you think it went?" getting mentees to start critiquing themselves early on and honestly self reflecting on what went well and what could be improved is a good skill to develop in the future and will shape them into an effective practitioner.

Describe specific aspects and give specific advice:

2018-01-09 11:24:23 UTC

Be realistic and specific

2018-01-14 19:22:50 UTC

Have a discussion on what is achievable for the mentee and be specific on which aspect of theistandard they need to improve. I would always check and clarify the targets to ensure that they are mutually effective.

Find Joy in the Journey

bdorsett — 2018-01-28 18:51:15 UTC

Find something good everyday because there are too many negative areas to focus already

Ask the question

2018-01-28 19:36:41 UTC

Always ask the mentee how they think it went. But specifically what they think went well. Otherwise they are guaranteed to start with the negatives.

Open discussion

brands_tgps — 2018-01-30 18:09:52 UTC

Always start a feedback session by asking the mentee how they felt the lesson went. Usually the mentee will identify a weaker area which leads into a more constructive/positive discussion and allows you as partners to plan a way forward.

Limit negative points and targets

2018-01-31 20:34:50 UTC

Even if it was a truly awful lesson, do not spend your time listing all the ways it went wrong. Try to identify things are were positives even if it was simply the register was taken. The mentee will simply feel overwhelmed and unable to cope with all areas they have to work on. Instead give only some of the negative and limit the number of targets. Try to make one of the targets that is something relatively easy to achieve so the mentee can see progress being made against the small things even if the progress against bigger issues is slow

Be specific, link to progress, listen

hazy_23 — 2018-02-04 14:43:06 UTC

Ensuring that you are very specific about the issue and have examples to back up your point. Also explaining why it is important and how this will effect progress. I often find that mentees are aware of the issue but just don't know how to overcome it or even why it is happening and opening up the conversation really helps this.

Start with a Question

2018-02-04 14:47:00 UTC

Encourage the mentee to reflect on their own practice. Focussing on the positives. It gives me a good idea of where I will start with my feedback.

Pin-point!

2018-02-04 19:44:32 UTC

When the mentee has identified something to that needs improvement, then coach and encourage them to think of what action could be taken to change this in the next lesson.

Encourage

2019-04-18 13:56:42 UTC

Encourage the mentee to reflect and to come up with their own ideas about what worked well and why and what didn't work so well and how they would change it. Keeping points to a maximum of 2 or 3

Have a clear focus

2019-07-30 17:21:50 UTC

Relate your discussion to the targets already set, staying focused will help develop a feeling of immediate progression. Keep in mind what exactly you want the mentee to achieve with what you are telling them.

Developmental

danielle_hilton — 2019-08-26 16:45:02 UTC

Focus on the positives as much, if not more so that the areas to develop. Clearly identify next steps and the support that may be needed. Ensure the mentee understands.

Use examples

2019-08-28 17:42:24 UTC

Try to always use examples when discussing points whether they are for your suggestions or the mentees. Through reflection try to have at least two examples for each point you raise or the mentee raises, three if you can that way if one way doesn't work there are other options to immediately employ.

Positive

2019-09-30 18:22:23 UTC

Always ask the mentee to highlight what they feel went well. From this the areas for development are often outlined by the mentee.

Balance

2019-10-12 19:23:29 UTC

The feedback needs to have a balance between positives and constructive feedback. Negatives that cannot be worked on are not helpful and can destroy the relationship between mentor and mentee. Being explicit is essential, make sure the mentee understands exactly what they need to improve on and has the chance to question where they are unsure.

Encourage...

2019-11-27 07:29:22 UTC

Encourage the trainee to look at all aspects with an open mind. What went well? Why did it go well? What did not work? At what point did it stop working? By using positive language and putting a positive spin on things, the trainee has less negative ideas.

Provide meaningful feedback

2019-12-16 10:55:45 UTC

Ensure your trainee understands that feedback is not criticism; get them to see it as a caring and supportive act dedicated to providing a constructive way to improve at every level. I have found it important to be explicit with trainees about the purpose of feedback from the start of their journey to becoming a teacher; as a result, they have been more accepting and reflective.

Be an active listener

2019-12-17 14:58:16 UTC

Remember, it was their lesson! Allow the trainee time to talk, reflect and lead the discussion. Be an active listener and encourage open conversation where you can feedback constructively.

Use an inclusive pronoun

2020-01-04 17:35:16 UTC

I often use the pronoun 'we' when I am referring to general feedback I would like the trainee to work on. Such as "I think we should look at how you are asking questions to see if we can improve, would you agree?" I believe this seems less confrontational and also show the mentee that you are there for them as you are helping and guiding them towards being their best.

Lesson Observation Feedback

2020-02-20 15:03:56 UTC

Always give a success sandwich! Start with positives, give areas for development(filing) end with a positivie to take their teaching forward.

Listen First

2020-03-01 16:05:11 UTC

Always allow the mentee to reflect on the lesson before giving feedback!

Give mentee time to reflect, time to develop and time to learn.

2020-03-01 16:23:27 UTC

Small steps

bernadette_knight1 — 2020-03-30 10:53:04 UTC

It's a marathon rather than a sprint.

It's their experience

2020-04-01 21:03:44 UTC

Always start feedback by asking the mentee how they felt the lesson went and listen to their thoughts. This allows the mentee to take ownership of the process and builds confidence in becoming more reflective. Another useful question is "If you were to deliver this lesson again, what would you do differently?".

3 positives to 1 constructive criticism

2020-04-03 11:47:23 UTC

Trainees always tend to focus on the negatives, and may not even realise the little positives in a lesson they feel has gone totally caput! I will always suggest 3 positive elements and get them to reflect on why that was an important feature, before we discuss the one main thing they need to improve on.

Feel valued and supported

2020-04-07 09:36:48 UTC

The trainee needs to feel that this is a process where you are going through it together. Feedback is to help them process and learn not to criticise and the need to feel part of the school team. Reflections should then lead to clear and achievable next steps for them to aim for in the next lesson.

Be empathetic and remain positive

2020-04-13 10:17:20 UTC

Encourage mentee to evaluate lessons by identifying 3 things that went well, before thinking about one thing they would like to improve. Remaining empathetic is also highly important.

Time and Listen

2020-04-19 17:29:39 UTC

Give the mentee enough time to constructively reflect on the lesson that has been observed. Provide pointers if necessary. But above all else, listen to what they have to say - As an observer you always see much more than as a teacher at the front and listening to their perception can alter your own thoughts of the observation.

Subject knowledge.

2020-04-23 14:34:17 UTC

Be honest with the mentee if this is an area of weakness and offer them opportunities to improve this.

Lesson feedback.

2020-04-24 11:23:19 UTC

Have more positives than negatives.

CPD.

2020-04-24 11:42:00 UTC

Encourage your mentee to reflect on what CPD they think they need to develop.

Sandwich the negative

beth_robinson2 — 2020-04-30 14:41:52 UTC

Make sure you start with a positive. What did the mentee think went well in the lesson? Then discuss any areas of weakness or parts of the lesson that didn't go so well. Finally, discuss next steps and how to achieve them so the mentee leaves the meeting feeling positive moving forwards.

Prioritise

2020-05-06 11:27:35 UTC

I have found that rather than identifying negative aspects of the lesson, think of it more as a next step, out of everything, what could be extended the most and call them priorities. Identify 3 strengths and 3 priorities to work on for next time.

3 Stars and a wish.

2020-05-06 19:43:41 UTC

Always remain positive and try and get the mentee to discuss what they find difficult. Remember that the mentee is new to this teaching. Feedback with a view to ensure the mentee understands that it is positive and for improvement.

Positive yet honest

2020-05-11 12:36:37 UTC

Hopefully you have developed a relationship where you can of course be positive but so you can also be honest. This honestly and challenge will help them continue to reflect and develop.

Develop

2020-05-15 08:38:22 UTC

Timely, positively focused whilst not avoiding the areas of improvement. Be honest! Allow the mentee to reflect themselves on what they feel went well and what they would like to improve so they are always developing.

2020-06-03 13:37:32 UTC

Observe Body Language and non verbal signals
Use this to help decide how far you want to take the feedback, how you will approach it, where you need to start, how much challenge/support required. Remember that all we all need to be handled with empathy, sensitivity and through use of good emotional intelligence.

Always question first

2020-06-04 16:30:33 UTC

Have a dialogue before feedback. Make sure the mentee has had the opportunity to reflect and then talk about the lesson. Rather than giving ways to make the lesson better, tease out the answers from the mentee to ensure that they are thinking for themselves. Unless the lesson was disastrous take more of a coaching role than a mentoring - if you know your mentee well enough, you will be able to judge when this is appropriate. Most of all, be honest - good and bad!

Positive start

craig_richards — 2020-06-08 11:22:54 UTC

Open the feedback with something positive to set the mentee at ease and in the early stages, avoid asking them how they felt it went. When identifying areas of improvement, be honest and explain the impact of these in the lesson and offer suggestions to avoid these happening again.

Make at least one target measurable.

rebecca_wyles — 2020-06-11 13:47:32 UTC

The trainee will feel great if they can physically see that they have met their target, this can be a great boost if they aren't feeling great in their confidence around that time.

Frame things in perspective

2020-06-16 12:19:34 UTC

Make sure that you are framing feedback in the context of targets and that what is being said is constructive to those targets - don't sweat the small stuff, if its not relevant to the current target. If necessary make it a target further down the line.

Give timely feedback

2020-06-29 11:08:43 UTC

Make sure that time is set aside to have a proper discussion without interruptions.

Encourage self-reflection prior to giving feedback, as this allows for a compare / contrast of the mentees and mentors perpectives.

2020-07-01 11:36:32 UTC

The positives should outweigh the negative

2020-07-03 11:19:39 UTC

It is important to remember that most mentees will already be picking their lesson apart looking for the negative so it's important that feedback is a good balance of strengths and areas for development with perhaps a little more emphasis on their strengths to build their confidence. This is particularly important when they are just starting out.

Create moments where you would refer back to critical incidents so that they can reflect on turning points in the lesson for the better and also to celebrate the wins!

rebecca_wyles — 2020-07-14 19:30:28 UTC

Allow the mentee to reflect on their lesson without interruption and get them to focus on the positives and strengths of the lesson - what worked well.

2020-08-05 20:45:39 UTC

Positive and mindful

2020-08-06 12:06:25 UTC

Provide positive feedback, and be mindful when giving areas of improvement/development.

Honest, objective and positive

2020-08-11 10:36:47 UTC

Lesson feedback first and foremost needs to be honest. It must reflect how things actually went - sugar coating or not sharing things in need of work won't help anyone! By objective, I mean looking at the lesson as it is and not comparing to another teacher etc. Finally, positive. Whilst the truth must be shared, positives should be praised and there should always be some!

Return to feedback when emotions have dwindled

2020-08-12 18:27:58 UTC

Providing feedback soon after an observation / event is crucial and mentees need to know that you recognise the effort they have put in, but offer a more detailed feedback session a day or two later once they have had chance to reflect themselves and once their gut reactions have left the building. This gives them the opportunity to take more ownership in the feedback session, reduces the emotive reaction to your feedback and also generally means that they are more likely to focus on the crucial points you are trying to make.

Be positive - remember the 80/20 rule!

2020-08-14 09:58:40 UTC

Teachers are naturally self-critical and, if you are not careful, will only hear the negatives. Be mindful and honest: give genuine compliments based in real success and hard evidence. Targets for development should be given hand in hand with advice about how to achieve them.

80/20 rule

2020-08-16 13:30:42 UTC

80% positive stops them thinking 80% negative!

Make it a learning experience

2020-08-19 17:05:37 UTC

It is important to have clarity about how the learning progressed and how teaching contributed to that. It is what we do with that clarity that will develop the mentee - what could they do better, what were the alternatives etc

Focus on the learner

2020-08-19 17:07:16 UTC

Having a conversation about the experience from the point of view of the learner can create a very neutral, productive conversation. Recognising that learners can have different experiences within the classroom can highlight what went well and what needs to be done to ensure all learners get the positive experience.

The use of targets which are SMART - so that discussions following a given lesson observation can be fruitful and applied directly into the trainee's practice.

2020-08-20 14:56:19 UTC

Ask them to reflect first. Always base the feedback on the targets agreed before hand and give praise.

2020-08-23 10:54:06 UTC

make sure you are not doing all the talking.

2020-08-23 13:04:18 UTC

Ask them to reflect on what they have done and what they would do in their next lesson to improve or get the students to progress if progress was lacking in the lesson just observed.

Listen twice as much as you speak, so that the agenda is structured by the needs they identify.

2020-09-14 16:20:29 UTC

Encourage them to reflect first.

2020-09-18 18:54:06 UTC

Make sure that they are a confident in reflecting on parts of the lesson that went well as well as things they would do differently next time. This should come before you express your thoughts because it enables them to really think about it.

Clear and accurate

2020-10-25 16:01:19 UTC

It is important to be supportive, clear and accurate. A mentee wants to improve so they need to know here they are at and what they can do to get better. It's important to be positive and include areas to improve on as you go along. The conversation needs to be reflective and supportive.

Specific questions to help the mentee reflect on the positives and negatives - they will more than likely be thinking about what went wrong so help them to focus on the positives!

2020-10-28 19:56:51 UTC

Positivity and encouragement of self reflection

2020-11-02 17:45:52 UTC

Positivity and encourage of self reflection. Be clear and accurate, support the mentee in how to work towards their targets.

2020-11-02 17:45:59 UTC

Positivity

2020-11-17 11:17:14 UTC

I always look for the positive as I know how I'm affected by negativity. To develop an atmosphere where feedback is about improvement. If I can create an environment where after I give feedback, the mentee feels energised and ready to take the next developmental steps, I feel like I will have succeeded.

Try to remember that an area for development is often not a weakness, but more often than not, something the mentee simply doesn't know or hasn't considered yet. They are still learning and it is our job as mentors to support that.

2020-11-21 15:24:08 UTC

Time

2020-11-25 22:23:06 UTC

Send observation notes through so trainee can read through in their own time before you meet to give feedback. Allows trainee to gather their thoughts and pose questions.

Be clear

2020-12-01 15:21:42 UTC

Make sure your feedback makes sense and that it is rooted in what you saw

End well

2020-12-01 15:22:30 UTC

Never let the mentee leave unhappy, give sufficient positive and really applicable strategies they can employ immediately

Do it together

2020-12-01 15:23:30 UTC

Record the lesson and observe independently and then bring findings together, powerful tool

Be honest. Don't give feed back that is untrue in order to make someone feel better. Feedback should always be honest, otherwise its pointless.

2020-12-04 14:22:18 UTC

Positives

2020-12-16 19:17:26 UTC

Focus on the positives to make your mentee feel comfortable and able to discuss other issues with you that they might need support with.

Feedback on the agreed focus for the lesson.

Joanna_blackbourn — 2020-12-28 10:41:55 UTC

Stay focused and positive with steps to improve based on what are the next steps. These need to be SMART. There are aways positives and learning points as even in lessons where mistakes were made, if the mentee can reflect on this and make a change that is where the best progress occurs.

Be honest yet positive, feedback on the agreed focus for the lesson

Joanna_blackbourn — 2020-12-28 13:12:05 UTC

Be clear and concise with feedback, positives, developments seen and next steps that are realistic and not extra to what needs to happen next anyway.

Learner experience

2021-01-11 15:36:29 UTC

Focus on the lesson from the learner perspective - having observed the lesson the observer could select a pupil who clearly 'got it' and one who didn't. The conversation could be guided along the why for each pupil which can be a positive, really helpful approach.

Be realistic

2021-01-11 15:38:03 UTC

Have a real clarity about what is reasonable and realistic for the mentee at their stage of development and feedback on this. Differentiate the approach for the resilience, experience and emotional intelligence of the teacher maintaining a focus on what amounts to quality first teaching.

Give opportunities for reflection and growth

Joanna_blackbourn — 2021-01-28 18:58:59 UTC

Feedback needs to be focused and an opportunity to reflect on what went well and most importantly why it did. Asking the right questions and encouraging open and constructive discussions will lead the trainee to unpick what are their next steps and begin to think about the process to get there.

Honesty and positivity

hj43 — 2021-02-21 12:23:24 UTC

Developed a relationship which focuses on being positive as well as honest. Make sure feedback is clear, constructive and shows progression of skills.

Give me three positives and one thing you could have done better?

2021-02-22 16:22:33 UTC

Be positive, ask questions and be realistic

2021-04-13 15:14:06 UTC

I always start my feedback with the positives; what I saw, what went well, how the children responded etc... Then, from what I observed, I ask questions to allow my mentee to be reflective on their practice. We use these questions as development points and things to consider in the future. When setting targets, I am realistic. We agree the targets together and decide whether they are achievable.

Be positive

2021-04-24 17:21:03 UTC

Ensure you start with the positives and make sure the areas for development are constructive.

Positive

2021-06-18 07:31:38 UTC

Be positive when giving feedback first. It's so easy to focus on the negatives. This came come after you've discussed all the best parts of the lesson you have observed

Encourage positive self-reflection

2021-06-25 13:56:03 UTC

Ask the trainee to reflect first and encourage them to find their own positives. It is easy for them (and us as mentors) to focus on the areas for improvement. Helping them recognise their own achievements gives them a basis to build on.

Be positive, be constructive, be focused

2021-08-18 13:39:03 UTC

Focus on the positives, be constructive with the negatives/areas for improvement and remain focused on the objectives of the observation.

Be constructive

2021-09-21 14:52:58 UTC

When giving feedback don't ask the mentee how they think the lesson went, instead ask them about the progress children made and was it the progress they wanted from the children. Feedback needs to give the mentee the opportunity to reflect on their practise and the mentor needs to listen to the mentee and then provide constructive feedback on their action points., making sure that the mentee is clear on these and has the opportunity to go away and reflect on these and then coming back to discuss then with their mentor.

Be positive, be approachable and be realistic.

2022-01-23 22:07:54 UTC

Be Clear

2022-02-06 18:06:39 UTC

When giving feedback, be specific. For example, instead of, "You managed the behaviour well," you might say, "You were able to use the bhaviour policy well to keep low level disruption to a minimum."

Positivity

2022-03-14 17:00:16 UTC

Always start feedback with the positive aspects of the lesson.

Be realistic

2022-03-15 11:05:08 UTC

When giving feedback, ensure the outcome is achievable in the timescale and realistic to achieve.

Constructive and kind

reneeleach — 2022-09-07 08:14:50 UTC

Improvements are always going to be the forefront of feedback but these need to be communicated in a way that encourages the individual. Focus on the positive and what they do well

Use instructional coaching

2022-10-22 14:02:58 UTC

If you don't already, look this up. It has really transformed our practice and this is a consistent approach across out Trust.

Remember what is was like...

2022-11-19 15:27:44 UTC

There is a lot of information to absorb, so make feedback concise, positive and achievable.

Show an understanding that even experienced teachers are constantly learning and growing and that is a good thing.

2023-12-03 11:40:21 UTC

Be creative, inspiring and above all, encouraging

2024-04-24 22:04:23 UTC

Inspired mentees strive to be the best teacher they can be. Encourage them every step of the way to think creatively and foster within them a desire to self reflect and be open to guidance.