3.3 Providing effective feedback after a lesson observation by EUN Partnership aisbl

Filomena, Italy

2017-05-29 12:11:05 UTC

The feedback from my lesson is the ability of my students to be able to deepen the subject, proposing new ideas.

Rossella, Italy

2017-05-29 12:53:17 UTC

I think that first feedback is: to ask at the students what do they think about lesson and what do they remember?
I to follow thei knowledges. Moreover to change language when isn't very clear. For in the feedback sessions is don't feel judgement but to feel the freedom of expression.

Paolo, Italy

gava_paolo — 2017-05-29 13:04:05 UTC

The types of negative feedback to avoid are for me the inability to listen to the requests or suggestions of others, the lack of availability to correct situations that do not work, the presumption of thinking that students are not able to evaluate the teaching practices used by teachers .

Cornelia Melcu

corneliamelcu — 2017-05-29 13:18:46 UTC

Always start your feedback with the best practice in the lesson. Never stress - in the beginning- the mistakes done. Focus on what students achieved and how they felt during and after the lesson.

Eva, Hungary

user_1412222535 — 2017-05-29 13:20:37 UTC

Once I got a visit at one of my project lessons from colleagues from another school. What I felt was that they had no idea what was going on at the lesson, they did not see how all we did could contribute to learning. What is more, they saw that with creative work we can achieve simething meaningful- but once again it means extra work. They made me feel that they did not like my way of teaching at all.

Ramona

2017-05-29 13:24:11 UTC

ROMANIA

Lesson Observations should be a really positive experience. After all, it is an opportunity to learn from our colleagues, to pick-up new teaching skills and to have a trusted colleague give us some honest feedback.
Apply the GROWTH approach:
1. Gather the date
2. Related to School Pedagogical Framework
3. Observe the lesson and the learner
4. Warmth of discussion
5. Target future growth
6. Honour the professionals and experts of teaching in the school.

ALINA POPA -ROMANIA

popalina21 — 2017-05-29 13:24:42 UTC

Everytime we have to make the feed back of the lesson to sound positive . Starting with good things and encouraging the mentee with our observation of the lesson is very important. our good and planned feedback and organiseing ideas will make the mentee to feel confident and positive. Even the lesson wasnt so good , he will have the strengh to give his best for the next time...and so on...

Maria Yiğit/Turkey

mariayigit82 — 2017-05-29 13:28:10 UTC

I think that a helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent. Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions.

Gina Dumitrache, Romania

gina_st_06 — 2017-05-29 14:53:19 UTC

I think that it's very important to appreciate the good things that took place during the lesson, because, after all, this could be an experience that help us evolve.

Giusi, Italy

giusiveca — 2017-05-29 14:54:12 UTC

I think that one thing to not do absolutely in a feedback session is not to take into account what the pupils have expressed or give too negative judgments about a bad job. Even if the evaluation is objective, you must always encourage it.

Doina, Romania

2017-05-29 14:58:33 UTC

Outlining the positive aspects of the teaching activity at the beginning of the lesson observations seems the most productive way to determine the mentee to purposefully reflect on their practice. I consider a mentor should avoid turning their observations into a set of minuses selected from the student teacher’s activity and should take into account the latter’s view on his own performance. Moreover, comparison of a present activity with past performances may prove useful if the observer emphasises both the positive and the negative aspects. I think the end of the reflection session should be built in a constructive manner so as to guide the mentee towards his inner resources to gain more success in the future lessons.

Rosa/ Italy

2017-05-29 15:14:45 UTC

It is important to use the right language and phrasing.
Lesson Observations should be a really positive experience. After all, it is an opportunity to learn from our colleagues, to pick-up new teaching skills and to have a trusted colleague give us some honest feedback.
Apply the GROWTH approach:
1. Gather the date
2. Related to School Pedagogical Framework
3. Observe the lesson and the learner
4. Warmth of discussion
5. Target future growth
6. Honour the professionals and experts of teaching in the school.

Benjamin, BiH

2017-05-29 15:33:30 UTC

It is important to start your feedback with the best practice and example in the lesson. In the beginning never stress the mentee for his/her mistakes, the mentor should be patient and give better advices

Dan/România

sovan_dan — 2017-05-29 15:50:41 UTC

În primiii ani de învăţământ , am dorit eu însumi să cer un feed back din partea unei colege profesor care deşi era mai tânără ca mine avea mai multă experienţă pedagogigă, despre modului cum am condus o sesiune de lecţie la care aceasta m-a asistat şi observat . Am rugat-o să fie onestă şi să sublinieze atât punctele pozitive cât şi cele negative. Normal că reflecţiile negative m-au afectat emoţional dar în acelaş timp m-au ajutat mult să mă corectez pe viitor, la următoarele unităţi de învăţare. În timp am învăţat că arta predării trebuie să ţi-o perfecţionezi în timp fapt ce m-a determinat să urmez cursuri de perfecţionare an de an. Mentorul nu trebuie să vâneze şi să amplifice greşelile profesorului începător , ci cu tact şi multă bunăvoinţă să arate profesorului începător punctele nevralgice ale sale încurajându-l să depăşescă obstacolele.

In the early years of my education, I wanted to ask for a feed back from a college teacher who, although younger than me, had more pedagogical experience, how I led a lesson session to which she witnessed and observed. I asked her to be honest and to highlight both the positive and the negative points. Of course, negative reflections have emotionally affected me, but at the same time they have helped me a lot to correct myself in the future at the following units of learning. In time, I learned that the art of teaching has to improve in time, which has led me to undergo year-round training. The mentor must not hunt and amplify the mistakes of the novice teacher, but with tact and much willingness to show the beginner teacher his neuralgic points by encouraging him to overcome the obstacles.

Daniela, Portugal

2017-05-29 15:51:37 UTC

I think we should avoid judgements and fundamentalism. This posture is very counterproductive. Another thing that we should avoid is to focus on negative aspects.

Vasiliki Psaridou/Greece

psaridou — 2017-05-29 16:12:19 UTC

What i do not want to hear after an observation is only what I did wrong. I would like to be pointed the wrong things but Ι would very much like to be given solutions. Further more, judgements should be avoided.

Rosanna, Italia

2017-05-29 16:46:25 UTC

I think the most important thing to do is the " privilegio del positivo" ( in english is more or less "the privilege of the positive") !

Nadya, Bulgaria

innovator68 — 2017-05-29 17:24:21 UTC

In my view, the most important thing about the feedback to be positive. We have to avoid giving negative aspects, we should focus on positive ones. If there are some week points web should give some solutions without judgements.

Laura (Italy)

prof_laura_galli — 2017-05-29 17:27:02 UTC

Important to be positive and proactive:
1) You are ready for the lesson
2) do you need to repeat the key concepts?
3) Is there anyone who wants to repeat the lesson?
4) Do we proceed?
Then positive
5) I'm sure you understand!
6) Let's try together; In the group!
7) I notice you're ready!
8) I like your preparation
9) I appreciate your way of working, working in groups

Bianca C, Romania

biancastefana72 — 2017-05-29 17:47:48 UTC

The most important thing about the feedback to be positive.

Maria Teresa / Italy

teresarughi — 2017-05-29 17:59:50 UTC

Things to avoid: be assertive, make the mentee feel under pressure being judged.

A feedback is counterproductive when it doesn’t leave space to different options and points of view and definetely states what is right and what is wrong.

What not to do:
1-focus on failures and weaknesses
2-enhance frustration
3-reduce self confidence.

Elena Pezzi, Italy

2017-05-29 18:02:26 UTC

Well, first of all we have to avoid these four attitudes (and it is not so easy as it could seem...)

Elena P / Italy

2017-05-29 18:18:23 UTC

And then ... One of the major risks, when we consider ourselves "Proficient" or "Expert" teachers, is to have an attitude of #Iknoweverythingyoushoulddo ... Lack of understanding, assertive attitude, even humiliating words can harm colleagues and make them loose self confidence and motivation.

My very first teaching experience (I was 23 and my students were 18-19...) was with a "competent" teacher (I'll call her XXYY). When I asked her how I did it with the class and the activities, I just heard a list of "I am the most experienced teacher of French at school", "you will find it extremely difficult", "as you have no experience, you won't succeed", "students will immediately notice that you are a novice"...

I was so depressed that I went to another teacher of French that helped me to cope with the situation by telling me these simple words: "Yes, you are a novice, but each of us has been novice ... and luckily you're not XXYY ... Let's think together what could help you: let's come to my class and I'll come to yours. Then, we'll discuss it together".

Cristina Anton

2017-05-29 19:28:31 UTC

The dialogue must be constructive; the communication must be focused on the win-win situation. The mentor should have a positive attitude and make a team with the mentee. The purpose of the observation lesson is to help teacher to grow and to add value to a lesson. So, highlight negative aspects or focus on the weaknesses is counterproductive. The mentor and the mentee should find the right solution together, practicing together, as a team.

IvanaN

nenadic_ivana007 — 2017-05-29 19:30:29 UTC

I think that the critique should always be productive, and that the mentor should not force his opinion as the only valid. I agree that the feedback should be positively toned.

Adriana, Romania

2017-05-29 19:38:50 UTC

I think that the critique should be +_+ , I don't intend to force my oppinion, I shall use a calm tone of voice, asking the mentee - what do you think would it be better if ..... .

Cosimo

cdtataranni — 2017-05-29 20:14:31 UTC

The most important thing about the feedback to be positive.Things to avoid: be assertive, make the mentee feel under pressure being judged.
What not to do:
1-focus on failures and weaknesses
2-enhance frustration
3-reduce self confidence.

Alexandra

2017-05-29 21:00:29 UTC

Make a effective feedback make the mentee think about the lessons he/she want's to give.
Durring the conversation the menthor should make critics in a positive and produtive Way.

Sara Viotti, Italy

sara_viotti — 2017-05-29 21:45:47 UTC

In my opinion, the mentor should meet the mentee in a short time after observing a lesson and share the records with him/her, starting from the strength points, the positive aspects he noticed. Two weeks ago I observed a lesson of my mentee about the painting "Guernica". She started with a braistorming to make the students remember data they know, but the following step failed in part, because she decided to use a 3 D video about the topic, without considering the room receives light through many windows and the students couldn't see very well the image projected on the wall. I focused my attention on the setting of the classroom and after the lesson the starting point of our reflecting was thepositive attitude of the kids when they could see the whiteboard where she was writing. Then I asked her if she had noticed something different during the second part of the lesson. She told that only two or tree students were conversating. So, I replied if she could remember when they were. And she discovered the most of the class didnn't answer the new questios only because they couldn't recognise the figures! when I was a young teacher, nobody told me if I was doing something well. Only they produced evidences about my failures.

Michela, Italy

2017-05-29 22:07:28 UTC

I think feedback may turn into counterproductive if the mentor gives advice just to feel important, or tries to persuade or even argue. Over-praising is also dangerous. Being supporting does not mean constant praising. The mentor should avoid making value judgements or giving the appearance of making a personal attack.

Dorina Marin, Romania

2017-05-30 05:47:17 UTC

At the end of the lesson, a trainee teacher should reflect, under the guidance of the mentor, on the following questions:
Did I accomplish the goals and objectives of the following lessons? If not, which I have not fulfilled?
What did the students learn? How do I realize this?
Was the resources used appropriate? I forgot something?
Did I fall in time?
Have the activities been appropriately matched and differentiated?
Did I give clear instructions to the students?
Did the students perform their tasks well?
Did I treat a good / bad student?
What better to improve?

Elaine, Malta

elainelicari — 2017-05-30 08:26:03 UTC

It is of course very important to provide some kind of feedback straight after the lesson. So surely, one should avoid to leave without giving some sort of feedback.
While giving feedback, one should keep in mind empathy and also in order to support the idea of promoting the mentee's sense of professional agency, it is best to start by inviting the mentee to share moments of good practice recalled from lesson. At this stage it would be very harmful and damaging to the mentor/mentee trust relationship, to actually start saying what you would have done instead of the mentee, or to pinpoint solely moments of weaknesses.
In summary a mentor should NOT:
- start by pointing out only negative feedback
- use a condescending tone
- leave the lesson without sharing feedback
- judge other criteria other than the ones previously agreed upon / discussed.

Isabella, Italy

2017-05-30 08:45:16 UTC

I think one of the most important thing in the mentor-mentee relation is that the mentor should not judge in any way the mentee. Judgments can be too strong and can include also mentee's way of teaching. The mentee should forevere bear in mind that every teacher has his personal way of teaching, so the mentor's task is to improve it and not judge it.
He has to start from mentee's capabilities and from that trying to make them better.

When we discuss about feedback after a lesson observation I think is important that the mentor should understand that in front of him stays a person who want to become a good teacher. So all the arguments in the end of the lesson must encurage the mentee even the lesson in that specific period doesn't work well. Both mentor and mentee must be aware of the importance of good education provided to the future generation of humans

2017-05-30 12:01:12 UTC

Aura , Romania

Felicia

fellye6 — 2017-05-30 12:52:42 UTC

Romania
Durring the conversation the menthor should be criticised in a positive Way.

Natalia, Moldova

2017-05-30 13:09:50 UTC

After a lesson observation it is necessary a feedback. The feedback must be positive. A good mentor must know the rules and methods saying a feedback. Firstly he must be polite, honest, if there are something wrong a mentor must have abilities to say correctly a negative feedback.

Florentina, România

niculeanuflori — 2017-05-30 13:14:59 UTC

In my opinion, the dialogue between mentor and mentee must be constructive, based on reality and well argued, to later lead to positive feedback.

Paul, Romania

enescupaul — 2017-05-30 13:27:51 UTC

Things to avoid: focusing and focusing to failures and weakness, judging, avoiding positive feed-back, discouraging conversation

Maria Gabriela, Romania

2017-05-30 14:31:26 UTC

The mentor should underline the positive aspects of the lesson when offering feedback.
The conversation could be productive when the mentor offers alternatives and new ideas, new strategies, not only criticism.

carlo

2017-05-30 15:14:31 UTC

i would not use anything realted to create a barrier btween me and mentees, for example, i don't evluate his speech, or i don't critic him for doing some errors or i don't take joke of im if he didnt remember well a point in the discussion

rosa

2017-05-30 15:23:03 UTC

Nor any sort of judgement, neither any comments as rebuking the mentee or analizing his errors

Henrique, Macau

hcaetano — 2017-05-30 16:22:04 UTC

Try not to make value judgments. Be objective. Comments such as "If it were me, I would do ..." should also be avoided. Observed facts should always be re-interpreted / clarified with the help of the mentee and not presented as absolute facts. You can say something like "It seemed to me that ... What do you think? ... Ok, I was wrong. / So, you agree."

Sarah Mallia

sarahborg85 — 2017-05-30 16:35:45 UTC

For sure a mentor should not keep the feedback notes all to herself but share with the mentee, if possible , during the same day. I think it is important that the mentor starts with the positive aspects and praise the mentee and then discuss by using a questioning technique to help the mentee reflect upon other aspects which might need improvement for the feedback session to be counterproductive. One time one of the SMTs came to visit me and he/she seemed that his/her thoughts were somewhere else and no feedback was given later on.

Despoina Amarantidou, Greece

damarant — 2017-05-30 16:36:11 UTC

I try to be positive and focus on the good parts of the lesson.

José María, Spain

josemaria_diazfuentes — 2017-05-30 16:54:12 UTC

The inputs from slides 24 and 25 shown above in https://www.slideshare.net/aaanalima/classroom-observation-for-mentors-not-for-tormentors are great!

Anca, Romania

ancatomo — 2017-05-30 17:03:57 UTC

I see how many of my colleagues comment on how important it is to be positive and see the good parts in a lesson. As far as I'm concerned this is not feedback. I have never learnt a thing from a teacher who only focused on the best parts in my lessons. I didn't trust him/her at all, because I felt that sone parts of the lesson were't right, and I needed advice and guidance.
I would start with a positive appreaciation followed by a thing that needs improvement. I would always guide my mentee in finding solutions and help him/her feel confident about their work and learn more.

Rita Scagliola, Ital

scagliolarita — 2017-05-30 17:22:46 UTC

During the phase of observation, it is necessary to be neutral without interrupting with some advices

Rosy Noto, Italy

rosy_noto — 2017-05-30 19:25:16 UTC

Teachers observing each other’s practice and learning from one another, including offering constructive feedback to peers
The mentor should underline the positive aspects of the lesson when offering feedback.
The conversation could be productive when the mentor offers alternatives and new ideas, new strategies, not only criticism.

Maria Romania

damia_edu — 2017-05-30 19:46:36 UTC

Noticing is a key element of observation. Describe without giving an opinion. Previous knowledge about key methodology concepts are crucial for being able to notice. Key mentoring skills for classroom observations
1. Empathetic listening
2. Classroom Observation
3. Reﬂective Conversations
4. Giving and receiving feedback.

Francesca,Italy

2017-05-30 19:59:53 UTC

When a mentor is doing his observation with the mentee, he has to let mentee feel a home, tying not to interfere with hisjob,let him work as he can,after they can talk to each other reflecting on thapproach and the process coming out of this approach and then share with the mentee all possible aspects,positive but mainly working on difficulties rather than positive results.trying to remove obstacles and reassuring the mentee,that he has been doing a good job so far.

Betty

2017-05-30 20:56:25 UTC

Feedback must be constractivr

Kristina Kaučić, Croatia

2017-05-31 07:53:20 UTC

Feedback should be constructive. I would start with all the parts that were positiv and good. I would also try to avoid giving my opinion. I would try to be productive .

Marija, Serbia

2017-05-31 10:40:41 UTC

I think that counterproductive for both (the mentor and the mentee) is if only the mentor speaks, and the mentee only listens, if the mentor uses phrases like "you have to...", or "Ï told you before".

Yalçın, Turkey

myalcingungor — 2017-05-31 11:37:27 UTC

Of course Mentor says the mentee's deficiencies but feedbacks or reflections should be constructive. There must be mutual dialogue. Mentor should share notes related to lesson with mentee.

Vanesa, Croatia

2017-05-31 12:34:05 UTC

Feedback has to be constructive

Monika, CRO

monika_lukavecki1 — 2017-05-31 12:55:44 UTC

only constructiver critic
1. explain errors
2. show how to
3. feedback with positive explanations

no my opinions...

Concetta Carrano, Italy

concettacarrano — 2017-05-31 16:39:01 UTC

After a lesson observation I would like to emphasize the positive aspects, avoiding mentioning any deficiencies. The moment of feedback should therefore serve to encourage mentee to help him gain ever greater confidence in his teaching skills.

Spasija, Macedonia

2017-05-31 16:47:48 UTC

Avoid being judgemental, over-critical, avoid imposing only your personal opinion, avoid negative and demotivating tone and words, avoid hiding notes from the observation - be objective and constructive, but polite, kind and use uplifting tone and words.

Cinzia Giulia, Italy

nicomd — 2017-05-31 16:48:56 UTC

I think it would be important not to give a general judgement on what the teacher did, and even if we have some observation about something to improve in the lesson, I would start with a positive feedback. I would do the same with a student! Then we can focus on what can be improved as ti was shown in the video.

Paola Patrizia Cardo

paolapatrizia_cardo — 2017-05-31 19:00:19 UTC

It is always difficult to attribute cause and effect, and many factors come into play in the relationship.
Mentee's feedback must demonstrate that discussions with their mentors provide a contribution
Important in subsequent steps.
The mentor, in turn, must provide valuable advice, and act as a wise counselor.
All this creates a positive dynamic, but also an awareness that the advice the mentee receives is sincere.

mariageorgiadou,Greece

2017-05-31 19:30:59 UTC

I draw attention on the fact that in the second video, the mentor speaks with the student in private, not in the classroom! Maybe it's better ! Ιn any case , i would never make negative remarks, because the most important charisma of a mentor is to convince that nothing is difficult and anybody can do it!

Catia, Italy

maestrinac — 2017-05-31 20:46:16 UTC

No value judgments should be given to the perosna, but this is also true of the relationship with our pupils. The mentor must analyze the situation with the mentee without saying what is right and what is wrong, but it must be a constructive dialogue whose mentee realizes what he has and has not worked. The Mentor and Mentee report in the video made me a bit too formal, the mentee seemed frightened ... I believe that the relationship between the two insiders should be peer exchange. The mentor can also learn a lot from mentee's observation

Tatiana,Romania

tatianasilvesan72 — 2017-05-31 21:28:28 UTC

"There is only one way to understand people well, not to rush to judge them, but to live around them, to let them explain themselves, to reveal themselves daily, and to paint themselves in We. "(Ch. A. Sainte-Beuve)
The evaluation must be constructive, highlight the positive aspects and contain adequate proposals to remove the minuses. It is necessary for the mentor to encourage self-evaluation as a form of self-reflection on the teaching activity.

Ispir Iuliana-Florentina, Romania

ispiriuliana — 2017-06-01 05:41:10 UTC

Conversation is required. Constructive feedback is successful.

Claudia, Romania

claudiapostu — 2017-06-01 07:09:13 UTC

The mentor demonstrates that observation has supported the development of a positive attitude towards reflection and recognition of their personal ability to change the nature of their practice.

3.3 - Providing effective feedback after a lesson observation - Valentina Confido (Italy)

valentinaconfido — 2017-06-01 09:24:10 UTC

In my opinion, saying what we hold as "right" or "wrong" in our mentee's teaching practice should not be a problem. As long as we are adults and with posssible previous experience, we should be also capable of observing and assessing ourselves in the most objective way possible. Of course this should not be a judgement, but an exchange of views. The mentee must feel free to accept suggestion/proposals, as well as to ignore them. Let's not forget it is a peer relation. Communication is essential.

Lejla, Bosnia and Hercegovina

2017-06-01 09:31:25 UTC

In my opinion, giving the effective feedback after a lesson observation must be during a conversation, not just mentor's monologue. Don't focus only on bad things! Let mentee tell what he think was his weaknesses and what was his good points of the class. Don't judge, don't spread negative attitude! Convinse mentee that he was good, but that he can always be better.

2017-06-01 12:44:40 UTC

Adrian, Romania
Feedback should be constructive

MARIANA LULACHE

lulachemariana — 2017-06-01 15:32:51 UTC

In my opinion, the feedback should be very constructive.

It is compulsory !

I would start with all the parts that were positiv and good.

I would try to be constructive

tina-gr

tinamellos — 2017-06-01 15:39:48 UTC

The type of feedback that should be given would necessarily be constructive, encouraging for the mentee and guiding. Only if the mentor can bring out of the mentee their motivation for understanding first and then asking the right questions, has he succeeded in his core role of helping the teacher 'set' multi-level.

darknatres — 2017-06-01 15:50:51 UTC

Helena Resende

2017-06-01 16:41:46 UTC

I think that levels 1 and 2 are no longer accepted and they indicate that there is not a collaborative work but an attitude in which there is a sort of hierarchical relation. Give only negative feedback is counterproductive and it may even be traumatic in some cases. Ask mentee what he thought was positive or negative during the lesson is the best way because it makes him reflect about his practise.

Anabela Brandão, Portugal

2017-06-01 16:49:47 UTC

Feedback is essencial to a colobarative and positive work.
Otherwise you are not working as a team

Pop Agnes Nora

2017-06-01 18:47:26 UTC

I think it is very important not to compare our teaching with our colleague, 
but to focus on how to improve the process of learning

Antonia, Romania

Anto76 — 2017-06-01 19:12:01 UTC

Everyone need feedback about activity. Feedback help us to correct the mistakes, to understand things, to improve our work. I think, all the time, feedback must be positive. What we can improve, what we can do better but told in a positive way.

Elisa Saraiva, Portugal

2017-06-01 21:20:28 UTC

In orther to generate self refletion is essencial the feedback

Hasime, Macedonia

hasime — 2017-06-01 21:44:12 UTC

I think counterproductive feedback is to asking direct questions to mentee for mentee’s things which he didn’t right or he/her had insurance. Questions must been carefully made, to make secure mentee don’t feel uncomfortable.

Alice, Portugal

alice_figueiredo — 2017-06-01 23:07:32 UTC

There are a lot of words or sentences we avoid to say after a lesson observation, and we must be careful with them, like: « I didn´t agree you have made in that way»; «You didn´t have any results with your strategie»; «If it was with me, I won´t do like you did»;«Your colleague is better in this matter»; «you must be better with the students relationship». My own experiences of lesson observation is weak, because i rarely have it. But I think I have consciousness that mentor must have some care on an approach of intervention feedback. A good intervention implies a self-evaluation from mentee, a recognize of progress and a reflective attitude. A judgement from mentor constrains this attitude.

Lília Silva, Portugal

lilia_silva — 2017-06-01 23:52:28 UTC

I think to someone can make a productive feedback, i would have to have a clear view to see what happens in the classroom. Then I would need insight to understand the meaning of what happens there, preview to see what might be happening, a retrospective view to see what should have happened but did not happen and second sight to know how to make happen what should have happened more but did not happen.
So, i think we can't talk about feedback without talk first about feedforward. Prior discussion of teaching strategies to be adopted is necessary

SEYİDE, TURKEY.

seyideeroglu — 2017-06-02 06:22:32 UTC

I think the mentor should pay attention to the following items when giving feedback:
Should provide feedback immediately after the first observation,
2. feedback should be constructive,
3. Feedback should be realistic,
4. Observations should be supported by video or audio recorder if necessary,
5. some activities should include mentor,
6. observations should not be confined to the classroom only,
7. At the end of the observation, an appropriate environment should be created and the mentee should be talked about the observation made,
8. It should be emphasized in the good things the mentee has done,
9. Before the pancake begins, a planning must be made and it should be done in accordance with this plan.

Daniela, Romania

danielamioarachisalita — 2017-06-02 06:38:28 UTC

In my opinion both the mentor and the mentee need fedback. When it is positive, constructive, trust grows, mistakes are less getting  and work is more effective

Marina, Italy

2017-06-02 06:51:56 UTC

Actually. I am mentor and relator in scientific course for high school teachers and I am experimenting that is very important to create community between teachers .
Feedback about different aspects of the work is important to support observations and different opinions in the teacher 's group

eleni, athens

elnikritikou — 2017-06-02 07:37:42 UTC

At the beginning of feedback conversation, I would share my notes with mentee, stating the “facts” but without personal judgement. I wouldn’t give readily my own answers, explanations of what has happened or proposals of what is to be done next. Feedback, that doesn’t leave space for what the mentee feels, what is his/her point of view, how he/she interprets the observations, what will be the next steps he/she would like to take to improve things, can be counterproductive

Grazia del Tito, Italy

gdeltito — 2017-06-02 10:10:58 UTC

I would avoid starting by saying she/he didn't do well. I would first give a positive feedback, praise what she/he did well and give the chance to celebrate her/his success. Then I would ask precise questions about the 'weak' points I want to focus on, giving evidence rather than simply telling. After I would give the rational for the problem and state the concrete actions to work on and give the opportunity to practise right there (what would you do?). Then make together a plan for the next lesson.

Monica ,Romania

2017-06-02 10:32:01 UTC

I think lack of empathy and labeling is counterproductive. Having this in mind, I think that the feedback should be conducted in such a way that the mentee would discover himself/herself the flaws in conducting the lesson, if there are any, and to be given the prompts and opportunity to improve.

Tetyana Kondrashova

2017-06-02 14:38:17 UTC

Their shouldn't be criticism, be specific and constructive.

Wilson Colombia

2017-06-02 16:41:06 UTC

I think that criticize not constructively the job of the other i would avoid after a lesson observation. Instead, I would highlight the achieved goals of the objectives pursued

Victoria Serban, Romania

pusa_h — 2017-06-02 17:11:52 UTC

Starting feedback with listing the weak points in a critical tone and language should be avoided as it would discourage the mentee and destroy his/her self-confidence. The feedback should focus on a specific area and also be backed up by evidence, data collected during the lesson observation, so I think too general feedback is counterproductive. In my experience, mentors in Romania tend to feed too much, rather than encourage mentees to reflect and come up with solutions themselves, which would enable them to gain independence much quicker.

Maria Luisa, Italy

marialuisa_borr — 2017-06-02 17:12:33 UTC

I am a high school'students mentor and it's important to me the confront with the others teachers. Quite often we plan together the topics we will dispense to the mentees.

Cláudia, Portugal

2017-06-02 17:30:06 UTC

I Think the feedback given must be constructive and not judgemental or with the purpose of evaluating or criticizing the mentee´s way of teaching. What went well should be highlighted and what didn´t work as planned should be built again in a partnership bases Mentor/Mentee.

ToniaC.- Italy

tonia_calo — 2017-06-02 18:59:28 UTC

I think that it is important to avoid judgements which can put the mentee under pressure but we must create a collaborative discussion, pointing out the positive aspect and then guiding to reflection on how the weaknesses can be improved according to the three- stage model of helping

Antonietta, Italy

miaaba — 2017-06-02 19:29:56 UTC

I think that providing an effective feedback observation may be very useful for both the mentor and thementee. But it's necessary avoiding judgement and provide evidence of the recorded experience. Leading the mentee to self evaluation is very important but it must be done inviting him/her to reflect on his/her own teaching practice, providing constructive examples and peer revewing.

Georgiana Savescu, Romania

georgiana_mona_savescu — 2017-06-02 20:26:04 UTC

I believe it would be counterproductive to criticize the mentee directly and tell them "that was wrong to do" or "you shouldn't have done that", but rather direct the conversation in such a way that they become aware of their mistakes themselves.

viki, greece

2017-06-03 05:50:07 UTC

make a plan what else can the teacher do

Helen

elenistat — 2017-06-03 09:29:08 UTC

I agree that a mentor should not have secret notes. the teacher should not feel that that is being judged.

Daniela, Italy

danieladesa — 2017-06-03 11:42:15 UTC

Mentor and mentee should read and analyse together their notes so their obsarvation can be complete. My mentor used to plan with me the lesson. We decided together what we would observe during lesson. After the lesson we discussed on our noticed and we gained some feedback we used to plan our next step

Barbu N, Romania

nicoletabarbu2007 — 2017-06-03 13:38:53 UTC

I think the observer should avoid personal opinions about the person involved and discuss the actions, attitudes, methods used by constructive examples, give him the possibility of self-reflection and point out the positive aspects.

Carmelo S. Benfante Picogna

salben — 2017-06-03 14:47:41 UTC

After observation, the mentor must present his observation grid and comment it with the mentee. It does not have to make judgments, but just comment on what the mentor has recorded.

Angeliki Kougiourouki, Greece

akougiou — 2017-06-03 16:17:29 UTC

For sure is not the judjement that the mentee would like to listen after the lesson. Both mentor and mentee should focus on notes kept during the lesson and discuss about which were the strong and the weak points of the mentee's teaching. Positive attitude from both sides could help plan the next step focusing on what's beneficial for all.

Nely, România

2017-06-03 17:35:52 UTC

Conduct a meeting before the survey in which the debutant will find the issues to be assessed and receive small suggestions;
Decide together what they will notice during the lesson (mentor and debutant);
After the sustained lesson, discuss the mentor's observations (mentor and debutant) and plan the next step.
The mentor must make constructive observations with tact and goodwill, emphasize both positive and negative points, and encourage the beginner teacher to overcome his obstacles.

Shukufa Najafova Ismailli, Azerbaijan

2017-06-03 17:47:10 UTC

To my mind when mentor observe the mentee's lesson, she or he can never begin from negative points, at first must tell positive things that she or he saw during observation. Then can tell the negation that saw and give advice. Then the beginner can understand and follow the instruction that mentor gave .

Bartolomeo Corbo - Italy

vanvitellitt — 2017-06-03 17:59:52 UTC

Mentor is not an evaluator. So he mustn't be
too assertive in his interventions after observation. I'm agree: language is the most important thing in the relationship between mentor and mentee.I have found very useful the slides 24 and 25. They provide to a proper relationship and avoid that mentee feels scared and discouraged, but mainly under exam. Mentor must have a proactive attitude.
He mustn't reprove and underline the mistakes but help the mentee to reflect and try by himself the errors.

Ionela Lazea, Romania

kameeliah16bis — 2017-06-03 21:03:47 UTC

In my teaching practice, after a lesson when I was assisted (by colleagues, headmaster, inspector) I began with my self evaluation of the lesson and then the person observing gave opinions or suggestions on how to improve the activity. It always helps to put an accent on the positive part and give objective and pertinent advice in a friendly manner.

Marta, Italy

m_mongiusti — 2017-06-03 21:46:33 UTC

I only have little informal experience as a mentor, however based on what I have read so far in this course, on the interesting video clip provided in module 3.3 and on other participants’ comments, I would say that mentors should try to avoid conveying feelings that they are judging and criticising their mentee’s lesson plan and choice of strategies without providing specific evidence.

Mentors should avoid generic comments and prescriptive language and should not divert from what had been agreed would be the main goal of the lesson observation session.

Mentors should avoid conveying the feeling that the mentee has no agency in what he or she is doing to develop their teaching practice and confidence.

Ligia, Romania

2017-06-04 05:49:52 UTC

I think the mentor cannot act as a judge, he can't give a verdictit, it would be counterproductive to say the mentee directly what was wrong with what he did. He has to show him what has been done and show him the way he has to follow.

Murielle, Malaysia

muriel_rialt — 2017-06-04 06:04:36 UTC

What shouldn't be done:
- start with negative comments, even if there are few good points...
-being judgmental
-mention your approach as being the best
-feel superior to the mentee
-act condescendently
Unfortunately, as a teacher trainer I have seen some many mentors act this way in my country, this is really sad...

Katerina Velesiotou

2017-06-04 08:11:58 UTC

I usually record many steps of my lessons .Being involved in projects that helps me to develop my skills , to observe and evaluate myself.Students like it ,too.They ask to record materials so as to observe themselves and their classmates in order to become better..

Giovanna, Italy

2017-06-04 08:38:35 UTC

I think there are some type of interventation to avoid after a lesson observation: 1)Directing, for example use phrases like "I think you should ...." 2) putting feedback in judgmental terme because put mentee on the difensive, 3) Give personal interpretazione or psycoanalyzing the emotive behind the behaviour, 4) avoid words like never or always.

Enrica Maragliano - Italy

EMGe — 2017-06-04 08:44:48 UTC

Feedback must be positive and not depressing for the mentee. I've never observed a lesson as mentor but I remember that when I was a ICT teacher I had a coteacher (he taught ICT lab only while I was the theoretical teacher) and all the times I posed challenging questions for students he always answered before them. That was very annoying for me as he of course was supposed to know the answer... probably my questions were very challenging for him too and he couldn't resist to answer. Anyway I explain him that he could help and scaffold students to find the answer but not answering to the questions that were thought for them: our discussion was very constructive and we could manage much better together. So something NOT TO DO by the mentor: speak during mentee's lesson. The mentor should be invisible at that time and the feedback must be given later on and be constructive.

Marta, Poland

2017-06-04 09:57:44 UTC

I would rather avoid negative comments trying to say what I think needs indicating with a very careful wordage. In my opinion being reserved or strict does not help either.

Adina Marcu

adinamarcu9 — 2017-06-04 10:48:25 UTC

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..."

Isabel Nunes, Portugal

2017-06-04 12:03:37 UTC

The reflection in action and on the action allows teachers to assume as decision-makers and builders of curriculum, abandoning the role of simple executors, the quality of feedback influences decisively the environment of discussion, the reaction of the teacher and, consequently, the impact of the session in their professional development.

I think that discussion may organize themselves into three phases:

1. The positive aspects observed during the lesson;

2.ª Aspects likely to improvement; and

3.ª Setting goals for the next lessons

The teacher should be the first to talk about the classroom, on the more positive aspects. Then, the mentor can point out other positive aspects which have not yet been referred to and only then move on to discuss the less positive aspects, in particular the aspects of the lesson that could have been conducted in more effective ways.

Once more, the teacher should be invited to propose alternatives. For the observation of lessons should not be seen as a threat or a traumatic experience, the mentor should take care to balance the positive comments and criticism and the formulation of a constructive way. The mentor should strongly reduce their comments and seek to encourage the teacher to talk about their successes through the placement of questions to encourage constructive feedback. In this way, seeks to be the teacher to carry out a major part of the conversation and analysis.

Marilena,Italy

2017-06-04 12:17:24 UTC

I would avoid personal comments, especially based on precedent experience, negative and unnecessary reflections. I would start encouraging the mentee analyzing objectively simple facts without hurrying.

Teresa Marques, Portugal

2017-06-04 13:20:17 UTC

These are some of the guidelines that I think the mentor should take when giving feedbak after a lesson observation:
• Give it with care; • Let the recipient invite the feedback; get permission.
• Be specific about the behavior and your comments or questions.
• Speak for yourself only.
• Don't evaluate. The most useful feedback describes behaviors without value labels such as "irresponsible", "unprofessional", or even "good" and "bad". If the recipient asks you to make a judgment, be sure to state clearly that this is your opinion.
• Help the receiver figure out how to act on your feedback.

Edina Timb, Romania

gavrus_edina — 2017-06-04 13:35:05 UTC

Types of feedback that I consider counterproductive:
- directing: instead of "Why do not you try to ..." I would go to the question, "Would you think to do different than you did? How?"
- confronting
- not being self-disclosure, not giving alternatives or validations
What you MUST NOT do in a feedback session: disable the mentee, be critical, have a higher vocabulary, use offensive words to address, lesson, or students.

Pop Dina, Romania

popdinaclau — 2017-06-04 15:08:42 UTC

I believe that in a feedback session there don’t have to exist  criticisms, only observations. First of all, it is necessary to ask student why he did so in a certain situation and then explain to the student why it is wrong to do so and how he can not repeat the same mistake in the future.

Carmen, Romania

2017-06-04 15:29:03 UTC

Vasiliki Liapi, Greece

2017-06-04 16:49:05 UTC

Mentor, from the start, must make feedback an intergral part of the mentoring relationship.
Mentor must use specific, non-judgment , descriptive language during his feedback. Additional, must include data that are concrete, observed directly and consistent.
Mentor must ask clear questions to understand the mentee experience, assessment of the situation and point of view.
Mentor should use the feedback oppurtunity to ally with the mentee ways to improve his teaching methods.
At the end, mentor must ensure common understanding with the mentee by asking him to summarize the key points of the discussion which took place after the observation.

Ioana Mihaela

miha_ioana08 — 2017-06-04 17:06:31 UTC

I have the serenity to accept what I can not change.

Georgeta Barbu

georgeta_barbu62 — 2017-06-04 19:28:29 UTC

I think that the feedback should not contain the word "no" and as such, feedback should not be used to demolish the mentee's confidence but instead it should used to help them construct something on top of what they already did. However the feedback should not contain only the strong points of the mentee's lesson but also touch on the weaker parts.

Sabina , Ialy

2017-06-04 19:53:59 UTC

I think in this relationship it's necessary underline meemte's the correct and uncorrect phase, ALWAYS WITH RESPECT.

Margarida, Portugal

margaridacfp — 2017-06-04 22:20:52 UTC

Starting with the valuation of the good parts is very important because in this way the mentee is more susceptible to what we have to tell you.
After discussing what went on less well we can question the mentee and then give him suggestions and practice with him

Maya, Bulgaria

mvkyulevchieva — 2017-06-05 07:22:03 UTC

What should be avoided is to start straight with the criticism. To me a discussion on the thing that didn't work would be more productive if discussed WHY they didn't work and HOW to improve them the next time.
A counterproductive feedback is if the mentee is advised "It is the best if you do as I do!" - the mentee cannot be a copy of the mentor

Katia

2017-06-05 12:08:23 UTC

I would not want to talk about the weaknesses - I would like to discuss different situation and practice how to work out those, so when next time the mentee should have a lesson, to be prepare and in order to be better.

Fernanda Santos, Portugal

2017-06-05 12:22:03 UTC

The mentor can help a mentee in many ways, including reinforcing progress the mentee is making, redirecting effort if the mentee’s efforts are not yielding desired results, or challenging the mentee’s assumptions. The steps outlined below can help a mentor give constructive feedback to a mentee:

1. Create a Climate of Identification: Corrective or challenging feedback is often difficult to hear because it often erodes self-confidence, making a mentee think, “Am I the only idiot who did that?” Starting with, “I’ve been there, too”, if possible, can defuse some of that negative reaction.

2. State the Rationale or Context: To help the mentee process the feedback, start by linking it to a developmental goal or to some issue with which he or she is dealing. This step helps the mentee see the bigger context before reacting to the feedback itself.

3. Report on What is Observable: When giving the feedback, stick to what was seen or heard. Avoid giving your impression of the mentee’s or other’s state of mind. Doing so helps lessen the perceived judgment about the behavior and treats is as more neutral.

4. Process for Meaning: Help the mentee think about the meaning behind the feedback and what implications it has for him or her. Not providing a forum to discuss the meaning may create more stress for the mentee and lead to a counterproductive reaction.

5. Discuss Next Steps: Turn the feedback into positive action for the mentee. If the feedback is reinforcing, discuss ways to capitalize on success. If it is redirecting or challenging, talk about a new course of action. Or, the feedback might prompt the mentee to do more investigation and gather his or her own feedback from others.

Good feedback is a gift. It is hard for anybody to improve without it. If we do not understand our strengths and developmental needs, it is hard to know how to develop and learn.

Manuela,

manuela_iacob12 — 2017-06-05 15:00:03 UTC

Romania
You, as a mentor, never have to say to the mentee
: You are not good! You did not do anything good! It's not your place here!
It is not allowed to be frightened and cold!
You do not have to give verdicts and put labels!
You are not allowed to forget to highlight what the mentee
has done good.
You do not have to think the way you did the lesson is the best.

Laurence

2017-06-05 15:59:41 UTC

Pointing out all that didn't work. Instead showing and congratulating the menthe what works well. Be positive

Cornelia, Romania

2017-06-05 16:14:26 UTC

As a mentor you do not have to say "not good", "you are not good", "you will never succeed" etc.I think the mentor should say, "You did well, but I think you could have done so ..."

Etelvira, Portugal

2017-06-05 16:28:05 UTC

I would start pointing out the positive things of the lesson. Then when talking about the focus question I would ask questions to make the mentee come to conclusions, in a way to invite self-evaluation. I would provide her alternatives and always elicit the mentee's view on proposals. I wouldn't give solutions; I wouldn't confront her/him; I wouldn't criticize; I wouldn't show I own the information or the best option;

Barbara, Italy

barbaradipa — 2017-06-05 21:28:28 UTC

DON'T: stress weak points of the mentee lesson.
DO: focus on what is working well and tell the mentee in which way he/she could implement his/her lessons.
the mentor can say:" I would try also...."; "why don't you try... ?"; "once I tried ..... and it worked, you could try it".
If my mentor

Barbara, Italy

barbaradipa — 2017-06-05 21:40:05 UTC

DON'T: mark the weak sides of the mentee lesson
DO: stress what it's working. If you think the mentee can implement his/her lesson, you can tell him/her: "why don't you try to....?"; "once I tried that... and it worked well. You could try it".
The best feedback about the lesson is given by pupils and students, maybe through an easy and quick questionnaire, with visual marks.

Işıl / Bursa

redeemthepast — 2017-06-06 03:14:51 UTC

Do you think is there a problem?
How do t-you think we will solve it?
What is your future plan?

Simona, Czechia

simonabrothankova — 2017-06-06 05:48:57 UTC

I would never ignore weaknesses and concentrate solely on the strengths because the mentee would never become a better teacher. The opposite, however, is also wrong. The mentee must be praised and encouraged. The mentee must be given a chance to explain their actions and react to the mentor's words.

Anna La Montagna, Ital

2017-06-06 06:41:20 UTC

I do not have a mentor experience, but after observing a lesson, I think it’s important to start by encouraging the mentee with the positive activities he or she has done and with a lot of diplomacy avoiding hostile attitudes to highlight any mistakes made and reflecting together on possible solutions.

Anna Maria Repetto, Italy

amrepetto74 — 2017-06-06 09:09:30 UTC

I think in a feedback session mentor has to avoid to talk in general, wihout focus on things had really happened in the class lesson. Mentor don't have to express judjements, especially in the class context or disqualify the young colleague to gain power. I think mentor doesn't have to feed mentee into a symbiothic relationship as well, because changing the student teacher into a spitting image of himself, doesn't mean to empower him, but discourage the mentee to achieve in authonomous way his own personal "teaching resource".

Çelebi,TURKEY

muallim3858 — 2017-06-06 09:59:29 UTC

Good feedback includes behaviors that can make individuals better and more productive. For this reason, a successful feedback should not be a criticism but a support.
The main goal of feedback is to explain the behaviors and success graphs expected of employees and show how close or far they are to the expected point. Effective feedback should be about what work is done and how it is done. This type of feedback is always descriptive and is directed to performance and behavior, not to the individual.

Helena Pires

hcpires — 2017-06-06 12:12:12 UTC

After a lecture I would start with the positives and praise everything that was good in that class. Then he would talk about the least positive points or suggestions for improvement using gentle language, always trying to make the learner not stressed or upset by any situation. That is, I would try a friendly conversation with suggestions of improvement of performance.

Mike, UK

2017-06-06 13:26:33 UTC

I would avoid giving non-specific feedback. Identifying issues, providing evidence to evaluate and then establishing specific goals and strategies is of primary importance during feedback, and has lead to the most effective response from my mentee.

Sertan BALLI,Turkey

darknatres — 2017-06-06 14:26:13 UTC

I think a good feedback do not included judgement. Student should say what his/her saw in the lesson. And should give opinions about what can be done.

Nils / Germany

2017-06-06 17:42:23 UTC

I would avoid not giving a feedback at all and hide notes. Besides that a feedback shouldn't question the whole lesson.

A positive attitude is fundamental

2017-06-06 17:45:00 UTC

Maria Gabriella Cavaleri A positive attitude is fundamental to encourage the mentee. Therefore I would start giving the feedback on what well, then I would go on examining the negative aspects, trying to understand what exactly went wrong and helping in finding a solution. In the next session I would have a feedback on this last point.

2017-06-06 17:45:00 UTC

IULIANA L, ROMANIA

2017-06-06 19:56:16 UTC

It is counterproductive to criticize your mentee after a lesson observation. If the mentor did not have a constructive approach, he would destroy the bond between them. Even if the mentee made many mistakes during the lesson, the mentor would have to guide him in order to realize himself his errors and to correct them. An open discussion between mentor and mentee is desired after the lesson observed in order to offer the mentee a constructive feedback.

Anca, Romania

2017-06-06 20:16:34 UTC

After a lesson obersvation a positive attitude for the feedback session.

Teresa Moreira , Portugal

teresa_novais_m — 2017-06-06 21:49:10 UTC

My negative experience of post-observation meetings happened during the internship. The counselor did not know how to create an appropriate sharing environment that would allow me to present my views. Dialogue was almost always one-sided, and my interventions served only to give reason to the counselor, even when I disagreed with some observations. My concern was to be attentive to her "outside" signs, to try to understand what she liked to hear. I never felt that the post-observation meeting had a constructive purpose.

As an observer, what I did and should not have done was the sandwich comments, one should not use the conjunction BUT ... It is very important to separate the steps in each moment - what went well and what needs to be worked on.

Anamaria, Romania

2017-06-07 03:38:54 UTC

A positive attitude for feedback and a constructive disscution is desirable.

Cristina M. Romania

mihut_cristina — 2017-06-07 06:43:13 UTC

The feedback after a lesson can be positive, productive and constructive. Providing feedback is important for mentee and can be difficult for mentor. The feedback is considerate constructive if it is motivating, corrective, provocative.

Ivana, Bulgaria

2017-06-07 07:13:20 UTC

To me the things that should be avoided during the discussion after a lesson observation are pointing out the negtive aspects first and not allowing th mentee to reflect upon what they did well and what they could improve. I think it all comes down to keeping in mind what was said in the video: mentorship is not simply about evaluating teachers it is about developing teachers.

Giedre, Lithuania

giespastas — 2017-06-07 12:00:58 UTC

Problematic when the teacher of the subject matter that ignorant assessor

Maria da Luz, Portugal

marialuz_borges — 2017-06-07 12:08:40 UTC

The things I want to avoid after a lesson observation is not share the notes, not walking "in the other shoes" and be sticked to my opinion. I waant to be open and listhen, learn and built.

It is my opinion to see the teaching process as part of knowledge process. All the actors involved need to take a part in planning.

2017-06-07 12:10:02 UTC

Adina A., Ro

2017-06-07 14:19:03 UTC

I would ask the mentee "what would you make different next time?" not tell directly do not do this anymore! Instead of critics suggestions for improvement

André Costa, Portugal

2017-06-07 14:39:11 UTC

I think the mentor should not be the first to speak. It should initially be given the possibility to mentee to self-evaluate. Avoid emphasizing the mentee's mistakes. These errors should arise from the process of reflection that mentee will do with the help of the mentor

Cristina G.,

cristinagila09 — 2017-06-07 18:34:43 UTC

Romania
After a lesson observation I will ask about how she/he fell. Then I want to self-evaluate , list the strenghts and weaknesses of the activity. We built a constructive discussion, a positive attitude.

The mentor focus on what is working well,focus on what is working well.NOT: a negative feedback.

Konstantinos, Greece

kostkar78 — 2017-06-07 20:07:29 UTC

Feedback should be both structured, in other words focused on several interesting or priority points. It should in some cases by open too thought.

Anca Santimbrean, Romania

2017-06-08 06:29:27 UTC

I think it is important for the mentee to take a little time to reflect after teaching before being involved in the feedback conversation to process their thoughts and to gather some supportive evidence to bring to the meeting if they wish to do so. Negative feedback conversations are not helpful for the mentee's development even if things didn't go according to plan. It is important to avoid telling the mentee what you would have done differently as the mentee needs to draw their own informed conclusions through the professional dialogue so they have ownership of their next steps and can apply these to their future practice.

2017-06-08 11:11:30 UTC

Muriele, France

2017-06-08 14:36:42 UTC

To be constructive the mentor should not the first one to guve feed back we should ask first ask him or her what does he /she think of th elessons she/he has just done with you in the class. This will force the mentee to have a reflection on his/her work. And after the mentor can give his/her own point of view

Viki Dogani, Greece

2017-06-08 16:48:32 UTC

be positive
try to help others
encourage him/her with their class lesson
provide feedback
communicate
evaluate

Mélanie, France

cordel0473 — 2017-06-09 06:30:29 UTC

Raluca, Romania

2017-06-09 09:06:47 UTC

First, i have to let the mentee to explaine himselve, his objectives and his strategies, what he thinks he did good and what need to be improved. After, i will tell my opinion by let him know what are his good parts that can be used in the next lesson.

Rui Espadeiro, Portugal

ruiespadeiro — 2017-06-09 11:01:22 UTC

Its important that the mentor doesn't point out what was wrong and then simply say that he would do this and that. This point of view is applicable to the feedback that I used to ask to the other mentees that were observing the class too.

Anna, UK

2017-06-09 13:04:44 UTC

For me, it is important to allow the observed teacher time to reflect and ask them to say how THEY think the lesson went and justify why. This can give you a clear view of their ability to identify their own strenghts and weaknesses. After that, I would share my view of how things went, offer alternatives, point out positives and suggestions for development. Perhaps a plan of action should be established to allow the points from the meeting to be implemented into practice.

Ana, Portugal

AnaMariaCoelho — 2017-06-09 13:25:22 UTC

Even if the lesson was disastrous, one should never start by stressing that. No matter your age or experience everyone is sensitive to criticism and judgement. Allow the teacher time to reflect and come up with his/her own explanations and self-evaluation.
Don't brag about your own experience if it's not to provide support.
My observation-related memories are mostly pleasant, because they were optional and i chose to do it. Still, I remember a piece of criticism due to the mocking tone of the observer.

bruna, Italy

brunella24 — 2017-06-09 16:05:37 UTC

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 .

Mariella, Italy

mariella_brunaz — 2017-06-09 16:42:25 UTC

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.

Popescu, Romania

popescudoinamaria — 2017-06-09 17:42:27 UTC

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.

Anna, Bulgaria

2017-06-09 19:54:28 UTC

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.

Gilda, Portugal

gildaevangelista77 — 2017-06-09 20:34:28 UTC

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.

Irena ZD, Poland

irenagd — 2017-06-10 08:56:41 UTC

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.

Vincenza Italy

enzacolella — 2017-06-10 15:25:25 UTC

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.

Laura, Romania

2017-06-10 20:31:45 UTC

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"

Bilgen,Turkey

bilgenoca — 2017-06-10 21:27:36 UTC

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..."

Eva, Slovakia

pollakova — 2017-06-10 22:01:32 UTC

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

Alexandra Tillet, France

Alexandratillet — 2017-06-11 08:21:47 UTC

Alexandra Tillet, France

Alexandratillet — 2017-06-11 08:21:47 UTC

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.

Przemek, Poland

2017-06-11 10:10:48 UTC

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

Ana Almeida, Portugal

arsalmeida — 2017-06-11 15:01:35 UTC

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.

Mirela, Romania

mirelaemiliapop — 2017-06-11 15:28:51 UTC

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

Cristina, Romania

cristina_n12 — 2017-06-11 18:52:33 UTC

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

Petar, Croatia

2017-06-11 18:58:52 UTC

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

Georgia - Zeta, Greece

zetatsigka — 2017-06-11 20:47:36 UTC

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.

Annie, Sweden

inducassweden — 2017-06-11 21:02:28 UTC

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.

Cristina, Italy

cristinaminelle — 2017-06-12 12:43:41 UTC

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

.

2017-06-12 13:37:15 UTC

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.

Veronica, Italy

vb_keohane — 2017-06-12 14:13:30 UTC

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.

MAria, Italy

aloia_marisa — 2017-06-12 14:35:50 UTC

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

Luciano, Italy

2017-06-12 16:46:19 UTC

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.

Manuel, Portugal

2017-06-12 18:44:57 UTC

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.

Natalia, Ukraine

n_grushko — 2017-06-12 20:53:30 UTC

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.

Gökhan, Turkey

gokanhoca — 2017-06-12 22:11:46 UTC

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.

Daniela, Italy

2017-06-12 23:25:46 UTC

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

Silvia, Italy

2017-06-13 00:59:35 UTC

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

CARMEN O.

carmen56us — 2017-06-13 08:24:58 UTC

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.

Veronica

veronica_sandor — 2017-06-13 11:33:51 UTC

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

Anna, Italy

2017-06-13 14:16:03 UTC

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".

Roberta, Italy

r_signorino — 2017-06-13 14:57:31 UTC

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.

Claudia,

2017-06-13 17:32:54 UTC

Romania

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

Cinzia, Italy

attasonitabas — 2017-06-13 17:43:12 UTC

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.

Helena R., Portugal

2017-06-13 18:42:25 UTC

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.

Annalisa Mandurrino Italy

a_mandurrino — 2017-06-13 19:26:10 UTC

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.

armen, Romania

2017-06-13 20:39:20 UTC

To be a positive person and feedback to be constructive.

Claudya, Romania

georgiana_neacsa — 2017-06-13 21:55:22 UTC

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.

Mariana , Romania

2017-06-13 21:58:07 UTC

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

Lorena Luperto

lorenaluperto — 2017-06-14 05:48:16 UTC

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.

Anna, Athens, Greece

anna_drakotu — 2017-06-14 08:12:20 UTC

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.

Olga, Portugal

olga_morouco — 2017-06-14 18:27:35 UTC

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.

Kostas Loukas, Greece

teacherkostas — 2017-06-14 18:56:41 UTC

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

Cristina R

crristinne — 2017-06-14 19:07:15 UTC

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

Amelia,Romania

2017-06-14 20:45:04 UTC

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

Mónica, Portugal

mnica_ferreira123 — 2017-06-15 19:50:38 UTC

Being willing to teach but also to learn.

Maite, Spain

symbaloo2 — 2017-06-16 08:59:26 UTC

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.

Joana Nunes, Portugal

joana_nunes — 2017-06-16 13:58:35 UTC

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.

Angela, italy

2017-06-16 16:20:54 UTC

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.

Marianthi Arvanitidou-Greeece

1canislupus22 — 2017-06-17 05:25:14 UTC

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

Fatih TOY / Turkey

mrtoy — 2017-06-17 08:39:12 UTC

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.

violette, France

2017-06-17 14:09:56 UTC

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

Monica, Romania

bbs_monica — 2017-06-17 15:04:50 UTC

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

Irina Botelho,

2017-06-18 17:39:12 UTC

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.

Anna Rita VV Italia

annaritabisogni — 2017-06-19 14:41:48 UTC

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

Mafalda Araújo, Portugal

MafaldaAraujoPinhalGeneral — 2017-06-19 17:35:26 UTC

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.

Ana, Spain

2017-06-19 21:41:05 UTC

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

Alina Dezso, Romania

alidezso — 2017-06-19 21:58:25 UTC

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.

Maria-Laura Preotescu, Romania

fpreotescu — 2017-06-19 23:08:24 UTC

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.

Lejla H, Bosnia and Hercegovina

2017-06-20 09:54:58 UTC

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.

Olivia, Romania

2017-06-20 19:51:21 UTC

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.

María, Spain

isasama10 — 2017-06-21 05:14:16 UTC

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.

Ana Reis, Portugal

2017-06-21 08:10:00 UTC

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

Marco Sch, Germany

etwin_schm — 2017-06-21 09:52:30 UTC

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.

Cladiudia, Italy

2017-06-21 13:25:16 UTC

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.

Elisabetta, Italy

2017-06-21 14:50:46 UTC

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.

Providin

2017-06-21 17:39:08 UTC

Providing effetive feedback after a lesson observation

2017-06-21 17:39:21 UTC

Providing effective feedback after a lesson observation

2017-06-21 17:39:25 UTC

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

Loreta,

2017-06-21 21:23:58 UTC

Loreta, Italy

2017-06-21 21:23:58 UTC

It os

Loreta, Italy

2017-06-21 21:23:58 UTC

Loreta, Italy

2017-06-21 21:23:58 UTC

It is fundamental to not judge the mentee work.

Eleni T, Greece

2017-06-22 10:49:23 UTC

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.

Silvia, Italy

silvia_azzi — 2017-06-22 12:22:49 UTC

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

Cristina, Portugal

csorcha — 2017-06-22 14:57:25 UTC

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?

Adelaide Jordão, Portugal

adelaidejordao3 — 2017-06-24 20:43:39 UTC

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.

Anastasia Botou, Greece

botouanastasia — 2017-06-24 20:59:31 UTC

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.

Maria Manoila, Romania

2017-06-25 10:45:36 UTC

First of all, the positive aspects should be highlighted.

Nathalie, Portugal

2017-06-26 13:18:00 UTC

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...

Alina,Romania

2017-06-26 15:04:41 UTC

Self-questioning is the best form of professional growth.

Rossana, Italy

latronicorossana — 2017-06-26 16:43:46 UTC

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.

Carina, Portugal

carinacarvalheiro72 — 2017-06-26 17:19:59 UTC

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.

Anca, Romania

anca_morar91 — 2017-06-26 17:30:19 UTC

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

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

ivana_erik — 2017-06-27 12:37:52 UTC

Cristina,ROMANIA

Rodica, Romania

rodicadiaconescu2004 — 2017-06-27 16:22:46 UTC

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.

Lela,

2017-06-28 10:48:36 UTC

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

Lia, Italy

lia_molini — 2017-07-14 13:45:34 UTC

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

Violeta,Romania

2017-07-28 12:40:41 UTC

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.

Nina, Romania

2017-07-31 08:38:05 UTC

the feed-back must allways a positive one

emma giurlani Italia

emmauffa1 — 2017-08-01 15:55:36 UTC

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

Delia Grosaru, Romania

deliagrosaru — 2017-08-13 17:36:18 UTC

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.

Ildiko, Romania

2017-08-29 16:46:04 UTC

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 .

Corina Diana Teleaga, Brasov, Romania

corinadianat — 2017-11-26 10:01:33 UTC

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.

Alessandra Amideo, Italy

2018-06-11 16:14:27 UTC

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

2019-07-28 05:35:44 UTC

e a

2021-02-26 12:17:53 UTC

It has been a fantastic class

Hello which class is this

2021-05-08 16:37:45 UTC

2021-05-08 16:42:48 UTC

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