Questions and Samples about Teacher Feedback by Randall Sadler https://padlet.com/randallsadler/teacherfeedback Post your questions about the readings here AND also post an interesting sample of ways to give teacher feedback that you might integrate into your own final project. Look online to see what you can find or share your own idea, but put some thought into them! en-us 2015-03-19 14:33:20 UTC 2022-04-01 04:20:00 UTC hello@padlet.com https://padlet-assets.storage.googleapis.com/portrait/sticky.jpg Esther- Thoughts on Teacher Feedback ejun2 https://padlet.com/randallsadler/teacherfeedback/wish/2116094541 In one of our professional development sessions (this was specific to grammar feedback), this link was shared as a helpful resource: 
https://cocalessons.blogspot.com/2016/01/making-your-feedback-stick.html

The overall takeaway I got from the readings is that learners want and take teacher feedback seriously, in addition to the importance of evaluating if that feedback is effective based on student preferences and individual needs. I like having individual student conferences regarding the feedback that I give them and plan to integrate this into my final project as well (I'm including a "workshop" day to discuss student playbills where they will give a synopsis of main scenes, characters, and the setting of the book that we are reading). 

I also liked this idea about the rubber stamp! Since most of my grading is done electronically, maybe an emoji? But I feel like some sort of clear visual that could be like a sign to direct students' attention would be an efficient way to make comments. 
https://www.edutopia.org/blog/creative-ways-grade-and-provide-feedback-students-ben-johnson]]> 2022-03-28 01:03:44 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2116094541 Feedback buonomo2 https://padlet.com/randallsadler/teacherfeedback/wish/2117218664 Based on the readings, it would seem that providing feedback in a composition class (and likely all others) is essential to supporting student groups, as well as individual students through the process. From what I also learned in another course on curriculum development, I can see how feedback and assessment are linked in attending to student needs. Thus, I think it’s important to remember that providing feedback is a circular endeavor, one of which the students want and need as much as the instructor. These strategies can come in a number of forms, and there are many out there to pick from. For my unit project we are using exit slips, peer review, workshop days, and reflective journals as a way to assess learning as well as provide opportunity for feedback. This way, we can get a group picture as well as an individual one in a way that does not feel stressful on the students. I do a lot of exit slips with my own students and this can help to see where they are or what they are struggling with after each major component of a unit. Another area I find useful with my students is having individual conferences after giving written feedback. A few resources with some interesting ideas that are being used in my unit (like exit tickets and reflective journals) are below:

https://www.teachthought.com/pedagogy/simple-assessment-strategies/

https://www.sheffield.ac.uk/staff/elevate/essentials/assessment-feedback-4 

I also like the idea of using response cards to check individual understanding in a group setting and guide group based teacher responses. However, this may depend on the confidence of the group and rapport the teacher has with them. 

]]> 2022-03-28 13:56:33 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2117218664 Teacher Feedback mjkim10 https://padlet.com/randallsadler/teacherfeedback/wish/2117560071 The readings were straightforward and good reminders regarding teacher feedback. I especially appreciated the need for feedback throughout the writing process, the information on how written feedback is not the only option, and how responding to feedback effectively should be taught in classrooms. It was also interesting to read about differences in writer groups (immigrant vs. ESL) and recalled some of my similar experiences when teaching Intro to Academic Writing as I read the Ferris article.
A question that I had and personally struggled with was feeling like providing feedback requires a lot of time and brain power (especially for essays). I often found myself fatigued after providing feedback. I also felt like the quality and consistency of my feedback waned. How can feedback be less time intensive when it feels like there are many things to think about? The book suggested many ideas (such as using a rubric, prioritizing, etc.) so I see how there are practical ways to avoid the amount of time spent on feedback, but it would be great to hear from others on how they save time, yet provide effective and consistent feedback.
I also enjoyed the idea of having students write about how they incorporated feedback into their writing. This can show their understanding of the feedback and the changes they made in response.

Sample of ways to give teacher feedback: https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/
Some of these simple strategies are some that will be integrated into our final project:
- For our final project, we are using a homework journal to keep track of student progress. This can help to provide progressive check-ins to make sure that students are following along with the story. The teacher can provide ongoing feedback and can ask higher order critical thinking questions in student journals, even for students to begin thinking about.
- We are also incorporating peer feedback for the final project as well as check-ins for students to meet with the teacher before beginning their final project.
Some of these simple strategies that are not in our final project, but may be added:
- Providing a model or example: It may be a good idea to read and examine a post-ending story already written (for The Little Prince or another story the class is familiar with) with all the elements of a story we are looking for. At the same time, we may also provide an example of what we are not looking for.
- Concentrate on one ability or skill - We could look for students' comprehension on the elements of a story and see if that is understood and reflected in their final project story.
- Compliment and correct students throughout the unit so that students are comfortable and familiar with receiving constructive feedback (and praise) as a normal thing in the classroom.]]> 2022-03-28 16:32:06 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2117560071 Teacher Feedback kseniap2 https://padlet.com/randallsadler/teacherfeedback/wish/2118049618 While I was reading about teacher feedback, I was reminded of the numerous times my English teachers left question marks, the word "NO" and circles on my essays without providing any type of constructive criticism. As future teachers, it is important to be able to give commentary and I found these resources: 
https://www.weareteachers.com/9-ways-to-give-more-effective-writing-feedback/
and 
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-feedback
One of the most important ways of giving feedback is not to diminish the student; nobody wants to receive a paper full of red ink. Because of that, I believe it is important to work on the things a student CAN actually fix in time (there is no point telling them their assignment is horrible and to start from the beginning). I also thought it was a great idea to use two different pen colors (one for writing positive/encouraging comments vs one for writing the ideas that still need improvement).

]]> 2022-03-28 21:36:02 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118049618 Teacher Feedback Agnes_Bednarz https://padlet.com/randallsadler/teacherfeedback/wish/2118501800 The readings were quite insightful and gave a general overview of Teacher Feedback. However, I think the author of TL2C might need to make some revisions based on the progression of technology. Teachers have the option of giving digital feedback which they can utilize to their advantage. Having a bank of feedback can also include providing links to material or outside sources for students to be able to quickly refer to can also help students to find more resources if they do not understand the feedback. It can also help students to learn to utilize outside resources and not only rely on the teacher as the main source of information for feedback.
For Ferris, he mentioned that it is difficult to get students to address questions which require higher order skills based on Blooms taxonomy. However, when approaching feedback a good way to think about it is like any other skill that students need to acquire. Throughout the semester or school year, as students become more accustomed to the writing process, teachers can gradually change the progression of their feedback from specific to more broad (and possibly provide links to more information as mentioned earlier).

https://www.teachingenglish.org.uk/blogs/amin-neghavati/digital-tools-giving-feedback
This site gives some ideas of webtools teachers can use to give oral feedback to student writing in addition to written feedback.  
 ]]> 2022-03-29 03:28:24 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118501800 Teacher Feedback mamimatesl https://padlet.com/randallsadler/teacherfeedback/wish/2118564712 https://www.itlal.org/teaching-learning/teaching-atoz/how-can-i-give-students-useful-feedback-on-their-writing-without-spending-all-my-time-grading/

I´ve linked you to this source you can find some useful writing tips that I also follow in my ESL 112 class, which is a academic writing class. 

I strongly believe teachers should always underline that feedback is more valuable than grades to learn effectively in their classes. Especially, in writing & speaking focused language classes, feedbacks might mean everything to students. 

I also noticed that we, as teachers, might misunderstand feedback term that we tend to take it as a negative criticism. Feedback can be positive as well, and it does not have to be negative at all. It has to be useful though. For instance, in a writing classes, giving a feedback like "you did not follow the PIE-C structure." would be useless, like literally useless. How did not they follow the structure? What´s missing? how can they make it better? is there something they should review from previous classes? how can they find those class materials? These and similar follow-up questions should be answered while giving feedbacks. Otherwise, we will receive annoying emails, or they will submit their next draft without benefiting from our feedbacks.

As stated before, every nicely done thing in the production should be appreciated/praised and underlined by giving positive feedbacks. It is so hard to get high-achievers back once you lose them; HARDER THAN TO GET LOW-ACHIEVERS. 

I also think when and how much feedback should be given is important. To illustrate this with an example, in ESL, we usually have students submit 3 drafts for major assignments. It would be non-sense to give more feedback for the final draft as they are done with the assignment, so we cannot make sure that they will make use of those feedbacks. Instead, more focus should be on very first drafts to have a great final draft. Thus, we might be able to see if they can follow instructions and make their production better. ]]> 2022-03-29 04:23:04 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118564712 Teacher Feedback mearieta https://padlet.com/randallsadler/teacherfeedback/wish/2118660796 I think teacher feedback is very important because it influences student emotions. Feedback may not always be effective for many reasons. One reason is because the feedback may be too strict and restrictive. It limits the amount of creativity. Especially with reading and writing. It is very subjective and open to creativity. If you limit this learners may feel like they are boxed in. 
I remember when I was growing up we would have creative writing time. I would always get bad grades because they weren't what my teacher was looking for. The feedback was limiting in what she was expecting but also nonspecific. I wasn't sure what my end goal was, so I felt very disappointed in my work. This creates frustration and dislike of the subject. I think that's why constructive teacher feedback is important. 
The image I found gives a good flow chart of useful tips for teacher feedback. One thing that I really like from this is the examples they give and how they break down each tip. I think this helps better understand the goal and effect of each of these strategies. 

https://tnecampus.helpspot.com/faculty/index.php?pg=kb.page&id=209 ]]> 2022-03-29 05:44:41 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118660796 Teacher Feedback alizam2 https://padlet.com/randallsadler/teacherfeedback/wish/2118679170 This reading shed light on how important feedback is for students and how it can affect the student's motivation as well as work ethic. There are many occasions where teacher feedback can make or break a student’s experience in a class and affect their L2 acquisition. When teachers provide vague feedback it’s extremely difficult for the students to improve because they understand that the teacher has a negative portrayal of their work. When teachers simply put question marks on papers, cross things out, and just write down phrases such as ‘what’ or ‘makes no sense’ it gets extremely demeaning after all the hard work put into the assignment. Having your assignments marked up with empty statements about how your writing is bad isn’t productive since it doesn’t help the student improve their writing. In order the avoid this I think it’s important for teachers to understand that students are also human beings and they deserve the same respect you do at the end of the day. Taking time to review the work students have produced and understand that they have also put a lot of effort into the assignment is important because if you truly want the student to improve you need to help them grow along the way. 

https://www.teachhub.com/professional-development/2020/09/how-to-provide-effective-feedback-to-students/ 

This website highlights key aspects that will hopefully help teachers provide meaningful feedback to students. Different students may require different methods of feedback but at the end of the day, the most important aspect is to cater the feedback directly to the student's strengths and weaknesses. Providing feedback in a way that doesn’t discourage students from writing is important because they might become nervous and self-conscious according to the website. I thought it was interesting when the website highlighted how learners may interpret feedback as an attempt to control them because it does seem like you are being told how to write if you are given feedback in an incorrect way. Ensuring that the learner understands that feedback is to help them grow as writers rather than control them. Involving learners in the feedback process allows them to feel as if they have that control over their learning and may actually feel as if they're improving from their own hard work.

]]> 2022-03-29 05:59:02 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118679170 Teacher Feedback bny21 https://padlet.com/randallsadler/teacherfeedback/wish/2118721904 I really liked these readings about teacher feedback. I think it was a good reminder about how we as future (and current) teachers should go about giving constructive responses to our students. I think it is important to think about the effect that teacher feedback has on motivation and understanding of topics. Not only does feedback help the students understand the topics and clear up confusion, but it also helps the instructors by letting them know where their students are at. Providing positive and useful instruction can result in a better learning environment. 
I can't help but to think back on how I received teacher feedback in middle and high school. Most of it was useless because it provided no real input on where I went wrong. Even when we did multiple drafts, which is recommended when providing feedback, I felt like I had no direction and would often ignore the odd question marks and "explain more" notes on the side. 
This is something I had in mind when looking at feedback examples, which can be used for this class or beyond. While the site I provided is aimed at younger learners, I feel that some of the information can be used for learners of all ages.
1. Involve peers - peer editing techniques can be useful when provided a checklist or instructions.
2. Make it actionable - instead of giving vague descriptions in your feedback, add things that can be immediately identified and changed (i.e not saying "Explain more" but maybe saying "I really like the details you gave here, but you may be missing _____. See if you can find anything in the text that supports this.") This also depends on learner level.
3. Technology - There are plenty of websites and apps today that can provide feedback for students. 

One of the ways that I want to include teacher/student feedback is by having my students journal or write a short reflection on the chapters we cover, including any questions they may have. This is something my own teachers used to do. We would have notebooks given to us, and we would turn in said notebooks before class for the day. The teacher would read them that night and leave very helpful details or comments for us to read.

]]> 2022-03-29 06:31:28 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2118721904 Teacher Feedback yherhim2 https://padlet.com/randallsadler/teacherfeedback/wish/2119073911 I found it really enlightening that more than 96% of students from the survey found their teacher's feedback to be helpful in their writing. Every comment and note for the students is carefully read and considered. I realize how important it is to have avenues of feedback throughout any project or major assignment. Throughout my project, I hope to set some milestones or smaller deadlines in order to keep students on track. Since my material is meant for higher learners, I think that specific and timely feedback is really important. 

https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

This article helped start off some generic tips and what kind of mindset to have when giving feedback to students. 

https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessment_toolbox/providing_meaningful_student_feedback/index.php

University of South Carolina offers four questions that are important to answer:
What can the student do?
What can't the student do?
How does the student's work compare with that of others?
How can the student do better?

These seem like a good start to building feedback. However, I would not concentrate on comparing students' work with each others, especially in an ESL context. With creative projects, it is not ideal to create a standard. In my project, I plan on checking in with students often, making time in class to work and converse with me and fellow students, and having times of reflection and peer review. I think the more time I give in class to work on it rather than outside of class, the more open to feedback they will be.]]> 2022-03-29 10:36:41 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119073911 Teacher Feedback adetutufab https://padlet.com/randallsadler/teacherfeedback/wish/2119193500 Teacher feedback was primarily provided to explain and justify the grade, perhaps adding some general suggestions for the student writer to consider next time. However, teachers have adopted a multiple-draft, response-and-revision approach to composition instruction” (TL2C). Giving feedback to student’s writing in an effective and constructive way is very important. As teacher, our students should look forward to our feedback. Giving feedback at every stage of writing is very important and giving feedback on varieties of issues but not all is very key. The tone of a teacher’s feedback can either have positive effect or negative effect on students. As a student who came from a background where negative feedback was the norm, as what our teachers believed then was to give negative feedback, make student afraid that they are failing and this will make them take their work seriously, but this dampened our minds as students and killed the confidence of many students in writing. Effect of feedback is not just immediate but can leave a long-lasting effect like inferiority complex and lack of confidence. So as a teacher, I will not want any of my students to go through this kind of feeling, so for my practicum, I will make sure that I double check the perceived meaning of any feedback I give to student, make sure my feedback gives students direction, help students understand how to write better and will not leave a bad taste. Feedback should contain encouragement, mild critique, and direction for students to be able to produce better content. As teachers we should also give students enough simple resources for students to read.

]]> 2022-03-29 12:08:12 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119193500 Teacher Feedback mikakomasuda717 https://padlet.com/randallsadler/teacherfeedback/wish/2119203484 The readings this time took me back to last year when I used to be a writing TA, and had to provide written (and oral) feedback to student essays. I was completely new to not just teaching writing but also teaching in general, and so wish I had taken this class/read these articles during that time because there were a lot of useful tips in here. The most important takeaway for me was not to comment on every issue in an essay. I liked the idea of reading through the whole essay once in order to identify the main problem areas, and then going back to comment on them. I knew this was a method used by some other TAs who worked with me; one of them used to talk about how he usually picks out just the three most important things to comment on. Even after hearing this, this method was difficult for me to implement because students mostly seemed to appreciate my usual method of commenting on every single thing lol (except grammar unless it was something recurring and/or stood out), but looking back I’m not sure if they were able to get as much out of the feedback as they would have if I had been more selective. Like the article suggested, asking each student whether they want more feedback or less but more focused feedback might also be something to consider.
 
Here's a video I found on tips to provide faster and more effective teacher feedback:
https://www.edutopia.org/video/6-teacher-approved-tips-faster-more-effective-feedback
 
1.     Follow the 1-in-4 rule. For any student, give specific, in-depth feedback on only one out of four assignments.
2.     Let students self-assess through reflections.
3.     Use tech tools such as digital quizzes and online documents strategically.
4.     Implement peer feedback by providing a rubric that they can use to assess each other.
5.     Ask yourself, “Is this assignment crucial for mastery?” and if not, toss it (or yeet it!! As me and some others I worked with liked to say lol)
6.     “Show me your best work.” When students complete multiple assignments, let them pick the work that best represents their learning. Grade that assignment, and mark the others only for completion.
 
]]> 2022-03-29 12:15:00 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119203484 Teacher Feedback angelinayao75 https://padlet.com/randallsadler/teacherfeedback/wish/2119228621 These two readings address the topic of teacher feedback, which is useful for me because this week I’m giving feedback to student papers for the ESL writing course. When I give feedback, I always think that I can’t give too much information about “how to revise the paper” by giving the “ideal way of writing the sentences”. I use many questions. Therefore, I felt relatable when I read about the advantages of being indirect. However, I do agree that it could be unclear. I used to think occasionally students chose to ignore my comments on purpose, but now I understand that students might be confused about the questions in my comments because they were vaguer than direct suggestions/statements. Therefore, it was helpful to read the three questions we should ask ourselves when we give feedback in question format (p. 248). For immigrant students, I think it’s important to access their needs and their competence to utilize the comments in their next drafts. Teachers shouldn’t assume they have the knowledge to understand metalanguage or indirect questions. The mechanism of giving feedback should adjust according to what the students are good at (they use “ears” more than “eyes” when processing feedback, according to Truscott, p. 149). 
 
I sometimes receive questions such as “can you tell me how I should write the conclusion for my paper” even after I explain the structural components in a conclusion. I feel like students want me to write a sample conclusion for them. I usually ask questions such as “why do you think this topic is important” or “what would happen if this problem were solved”. I wonder what other teachers would do in this situation.
 
The target audience of our final project is a group of young ESL learners. Therefore, the feedback should not be too long or too complicated. Verbal feedback such as short conferences would be helpful. It is appropriate to start with the lesson objectives so the comments can stay focused on the most important aspects. I would give bullet points based on these aspects, and discuss them with students in short conferences. The language teachers use would need to be straightforward and simple. If there are questions, they should be able to elicit the right answers easily. This website gives some suggestions about how to give grammar-related feedback: https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells
Since students are young and need encouragement, this sites offers encouraging language teachers can use to make the “feedback sandwich” TL2C talks about: https://www.edutopia.org/article/how-give-positive-feedback-student-writing
 
]]> 2022-03-29 12:30:15 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119228621 Teacher Feedback johnson09 https://padlet.com/randallsadler/teacherfeedback/wish/2119280536 This chapter highlights the importance of effective feedback from the teacher, in which there are multiple methods that can be developed to give effective feedback. I agree that feedback should be given at different stages of the writing process and especially, giving feedback on a combination of language aspects and content/ideas. I also liked how the chapter suggested not only just written feedback, but different ways like audio-recorded feedback and in-person conferences. While reading, I was thinking that it would be beneficial to give students written feedback, and then discuss the feedback given in a one to one writing conference. Students can then see which type of feedback they prefer: written or audio or maybe even both since at the conference students can ask questions or share their opinion on the feedback they received.  

]]> 2022-03-29 13:00:04 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119280536 teacher feedback sismai8 https://padlet.com/randallsadler/teacherfeedback/wish/2119300051 I found it really interesting how the reading began with an emphasis on how written teacher feedback is the most effective form of feedback and that while there are other ways to provide feedback, they should not be used to replace written feedback. The idea of holding student-teacher conferences was mentioned, but a question I had was how to create one without making your student anxious. Having to meet with your instructor to talk about something like a paper can be really daunting and scary. Oftentimes, student motivation to get better can decrease because they already feel like they’re so far behind their other peers who don’t have to meet with the instructor. A great way to combat this is to require ALL students to meet once with the instructor throughout the writing process. This eliminates the feelings of isolation students might have because they know that everyone has to do this and it’s not just them. After having this thought, I wondered what to talk about during these conferences. The website I found provides tips on how to correct papers without going overboard. This allows the teacher to focus on the most important aspects of the student’s writing and provide corrections that are detailed and thorough enough for students to follow. 
https://lsa.umich.edu/sweetland/instructors/teaching-resources/providing-feedback-and-grades-to-second-language-students.html]]> 2022-03-29 13:09:48 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119300051 Feedback Bianca_T https://padlet.com/randallsadler/teacherfeedback/wish/2119340010 Many of the issues raised in the readings resonate with me, but one that’s always been very challenging to me is how to integrate peer feedback into writing assignments, especially in an EFL (or any foreign language) context. The distribution in most classes I’ve taught were roughly as follows: 10% of students really struggling; 30% not struggling but not doing very well; 30% doing well; 20% doing very well; 10% doing extremely well. When it was time to pair up students for feedback, the 40% on the lower end were not able to give good feedback to their more advanced peers, which would become a source of frustration to the latter. In some cases, the students who had more difficulty with writing even made suggestions that would actually introduce errors to their peers’ drafts. For the students who were doing better, on the other hand, it was hard to give constructive feedback because their peers would not understand it, either because they didn’t know the metalanguage or they didn’t have a good grasp of essay structure. So, my experience has made me very suspicious of peer feedback in foreign language contexts.

As far as feedback I may use in my final project, I really like the last one that I found here: https://www.readingandwritinghaven.com/responding-to-writing-10-ways-to-give-feedback-thats-sensitive-to-students-internal-dialogue. I do believe that it's key for students to know themselves better as learners because this allows them rely on their strengths and work on their weaknesses.

]]> 2022-03-29 13:24:55 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2119340010 Teacher Feedback jmiyata2 https://padlet.com/randallsadler/teacherfeedback/wish/2120102948 I believe the effectiveness and utility of teacher feedback on L2 students' writing may vary depending on a few factors. For example, what is the purpose and scope of the written assignment? What goals and expectations do the students have when beginning the assignment? How many drafting phases are there? In any case, I think teacher feedback should almost always begin with praise for aspects of the student's writing that were done well; this signals to students that the teacher has given their work a charitable interpretation and can "take the edge off" of any critiques and/or corrections later in the feedback. As an L2 learner, the worst type of teacher feedback that I received was similar to type 3. outlined in TL2C p. 240: 
…Instructor feedback that is illegible, cryptic (consisting of symbols, circles, single-word questions and comments, and so on), and confusing (e.g., unclear questions, suggestions
that are difficult to incorporate into a revised draft...
At best, this type of feedback may make students correct small spelling, grammatical, or editorial mistakes, but at worst it can make students uninterested in or discouraged by the assignment, the course, or even the teacher. ]]> 2022-03-29 19:48:55 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2120102948 Teacher Feedback aspeng2 https://padlet.com/randallsadler/teacherfeedback/wish/2124814639 I know that as a student myself, teacher and Professor feedback has really impacted my time in school. Receiving face to face feedback from professors has honestly been the most helpful for me, as I take notes while they share feedback. Also using the "sandwich" technique is something that I know I will most definitely use with my students: providing support and encouragement, inserting the critique/things they could work on, then wrapping it up with positive encouragement once more. I know that it helps lower defensiveness, and opens the student to hearing criticism. As a kid, I really looked up to my teachers and their criticism could "make or break me" based on how it was delivered. I think another important thing as well, is to not compare student's to each other, but to focus on where they started, and how they have grown. Because I don't want to build expectations and pressure in students that they need to be like person a or b in order to be successful or doing a good job, but rather, how much have they learned? How many mistakes have they made? Because ultimately, students should feel safe to make mistakes because that is how they grow and don't become fearful of them. If I give really harsh criticism, I might dissuade them from even trying. https://www.fluentu.com/blog/educator-english/giving-feedback-to-esl-students/]]> 2022-04-01 04:19:18 UTC https://padlet.com/randallsadler/teacherfeedback/wish/2124814639