We have received it all of our lives; some of us run from it; some love and welcome it; others heap it on in large amounts, much to the annoyance of friends and family; feedback! Done well, (and received with the right attitude) it can lead to significant growth. Conversely, meted poorly it can crush the spirit or result in inertia induced frustration. This short post outlines five ways we can avoid giving poor feedback.

1. Over kill.

Too much feedback can result in over dependency. This can become disempowering for learners as they develop a ‘handout’ mentality and feel helpless without constant reassurance. Worse still, the sheer volume of numerous points of feedback can overwhelm students.

2. Accurate but unhelpful feedback.

Dylan William’s anecdote of a learner who received feedback from a science teacher which read “You need to be more systematic in planning your scientific inquiries” lucidly illustrates this problem. The feedback was accurate but, quite unhelpful as the learner needed to know how to be more systematic! Helpful feedback is specific and deals with the how more so than what

3. Unclear progression models.

Essentially, the purpose of feedback is to progress learning from one stage to another. The crucial word here is stage. Both feedback recipient and giver need to know what the standard at each stage looks like. Take for example a grading system in a martial art. At each grade, there are clear benchmarks to identify that someone has reached a particular level of proficiency. This is non-negotiable- the standard is the standard. The same rule should apply to progression models for subjects. This is the guide map in how to get to the destination and the deliberate practice is the physical journey to reach it.

4. Too late. (Cue sad face emoji)

There are strong arguments and evidence bases to suggest that feedback is most impactful when delivered in the moment- a challenging prospect for educators with 20-30 learners in a classroom, potentially more if you’re a lecturer. Feedback is most helpful when it allows learners to correct that which they have executed poorly. If the moment has passed, well…

5. Unguided peer assessment.

This links to point 3. It’s vitally important that learners have a firm grasp of what quality looks like. In the absence of this, peer assessment comments nebulously  look a little like so: ‘really neat handwriting’, ‘nice words used’, ‘you really thought about this task’, ‘write more next time’. Eurgh!

I’m no guru when it comes to feedback but 10 years in the classroom and reading quality literature has taught me some fundamentals of feedback.

Recommended reading:

-Embedded Formative Assessment Dylan Wiliam

-The Future of Assessment for Learning Daisy Christodolou

-Inside the Black Box Dylan Wiliam and Paul Black

-Thanks for The Feedback Sheila Heen and Douglas Stone

Recently I lead a session with NQTs and RQTs on the subject of wellbeing. The group was young, diverse and keen- just some of the very qualities we need in teaching. I purposely chose the theme of wellbeing as the first session in their training programme as it’s a topic I find fundamentally important as I’ve suffered from burnout before and it’s not a feeling I’d like anybody to experience if I can help it. Also, leaders in every school I’ve ever worked in have never openly expressed concern for the physical, spiritual, emotional and mental wellbeing of their staff. This is plain wrong! I felt a strong need to ensure that these newly/recently qualified staff felt that the school they had chosen to work in was genuinely concerned with their welfare.

Teachers in the group said they regularly worked more than 50 hours, which included taking work home.

The most common things the group perceived as threats to their wellbeing were:

1. Excessive marking loads
2. Lesson planning and content
3. Data entry

How to cut excessive workloads

By no means a panacea for the issue but here are a few strategies to cut workloads.

1. Decide what is worth marking. Greater effort does not equal greater results. Try to use feedback strategies such as ‘take a snap!’. This is where you place a picture of a student’s work on the board and peer assess as a whole class. The piece of work should be of the highest quality so all have a ‘gold’ standard to aim for.

2. Don’t try to plan every lesson from scratch. Scour online for resources which you can tweak or use as they are. Make use of high quality textbooks also.

3. Ask yourself ‘do students really need their exercise books this lesson?’ Perhaps annotating a copy of a poem or using sketch books is enough. This will reduce marking time. I know of on maths teacher who issues all of his students with ‘draft’ books where students use these on a day to day basis for rough work and these are never marked! They have another book where final executions are made and these are marked

4. Use symbols and codes for marking. It’s surprising how much time you can save not having to write out the same targets numerous times.

We rounded off the session by conducting individual SWOT analyses on our personal wellbeing, paying particular attention to the weakness and threats areas so as to avoid burnout and ill health.

With teachers leaving the profession in droves, schools must do far more to challenge the issue of workload. Retention is key to ensuring students get long term stability in the classroom. I admire the approach taken by school leaders such as John Tomsett. Click here to read more about his conscientious and pragmatic approach to whole school wellbeing.

Overall, feedback from staff participants was positive with one staff member almost giving me a running commentary on how he has taken charge of his own wellbeing since the session!

I failed. I was sad. Disappointed. I blamed myself. ‘It’s my fault’, I told myself. You should have tried harder.

These were my emotions when I found out that some of my students had not passed their English exam. I was gutted and it was all my fault. I’m sure many educators feel this way when their students do not get the grade they were capable of. In fact, I’m sure most people in various professions feel that pang of disappointment when things don’t go as expected: the surgeon whose patient doesn’t make the expected recovery; the mother whose child is struggling to read; the cashier whose sales weren’t quite enough to make that much needed commission. As human beings, we are very good at blaming ourselves.

The trouble is, sometimes, if not most times, things happen completely outside of our control and we can do nothing about them.

This is when we should remember to embrace failure and disappointment. They are both key to our understanding of future events.

We are not be able to control every event but we can control our response to it.

Please share your strategies for dealing with disappointment.

As a teacher of 9 years’ experience, I felt I was not as accomplished as I would have liked, and was looking for a good book to support my personal professional development. I first came across Hattie’s Visible Learning for Teachers around three years ago in an academic reading group set up by a senior leader in the school. As Hattie’s work grew in popularity and esteem, I decided to take a closer look to see what the hype was about. I have been reading this for a few months now (which is a little too long for my liking) and I’m now nearing completion. Below are the top ten things I have distilled from this book.

1) Plan lessons backwards by starting with the end in mind. This means establishing the success criteria for the lesson or series of lessons and then evaluating multiple forms of evidence to assess how well students have met the intended outcomes.

2) Teachers should become evaluators of their effects on students. This means that it’s not good enough to not know exactly on whom and by how much our teaching is having an effect.

3) The crux of effective teaching is not simply a case of selecting the right methodology but a combination of the right methodology at the right time with the right pupils.

4) Great teaching is a carefully combined synthesis of right methodology, effective assessment, great relationships with students and a set of mind frames held by the teacher and students.

5) For feedback to be effective, learners must be willing to receive it. In other words, the ground must be fertile before seeds are scattered.

6) An effective teacher is able to adapt their method or approach during a lesson as a result of feedback based on how strongly students grasp ideas. Evaluation takes place during the lesson.

7) Lesson Observations need to shift the emphasis from what the teacher does to what the students do and say. This is the essence of Visible Learning; learning takes place in the brain but getting students to make that learning visible and audible allows the observer to make a more accurate judgement about what students have actually learned or still find difficult.

8) The nature of teaching is complex and school communities must appreciate this. Sometimes students learn what you never intended.

9) School leaders need to provide the necessary resources (time and physical) for those leading learning so that changes can be driven, implemented and sustained with high fidelity.

10) Professional collaboration amongst teachers is one of the biggest drivers in reforming and improving teacher effectiveness and school leaders need to create a culture of trust where open dialogue can occur without fear of judgement or accountability pressure.

I highly recommend educators read this book.

One Sunday morning, during a conversation with my 6 years old daughter on the topic of spirituality, she quoted a Bible verse: ‘Love the Lord God with all your heart, soul and might. Deuteronomy 6:5’.

 
As a parent, though surprised, hearing her words filled me with a sense of peace – a peace derived from knowing that she is developing a sound moral character in a world where there is so much darkness.

 
She then recalled Jesus’ commandment to ‘Love your neighbour as you love yourself’, which we then began to discuss and give thought to what it meant practically. We concluded that it affirmed self-esteem, self-worth, reciprocity and kindness; values which are intrinsic to a harmonious and cooperative global society.

Without the explicit teaching of morals and values, we leave it up to chance for our young people to develop their own moral compass. In an age of chasing league tables and battling brutal austerity, austerity without moral conscience, this is a risky gamble. A blind ramble in the dark possibly leading us to a moral abyss.

Is our society not broken enough to leave out such an education? Do the likes of Grenfell and the London riots not call for such teaching?

Recently I watched a set of Year 10 students deliver an end of year awards ceremony. It involved dancing, acting and speeches to name a few; a fine show of events. As the crowd began to hush after rapturous applause, a young man from the year group asked us to bow our heads, and then boldly uttered a prayer of hope and thanksgiving. Suddenly, others looked at him through a new lens. My heart started to swell and I’m sure the hearts of others did also. This young man clearly understood the importance of spirituality.

My vision is to see schools, homes and other institutions of great influence give precedence to the moral and spiritual character of our young people, for they are the future guardians of the world we live in.