Feedback Continuum
Instruction Designed to Foster Relationships, Voice & Learning
Let's look at each of the three types of feedback that increasingly build student voice and agency.
Behavior Specific Praise
BSP clearly names the skill or behavior you're seeing the student display and compliments the student on their effort and/or achievement. There is power in noticing efforts and small steps forward, even if not perfect, for encouraging further growth. BSP is quick, one-way feedback from the teacher. It is meant to encourage, but can be perceived as controlling if we don't also use some of the other forms of feedback that invite student voice as well.
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I liked how you were respectful and said “excuse me” when you bumped into Dane in the hall.
I noticed you standing up straight, looking directly at Jake’s face, and speaking calmly and firmly when he was teasing Becky. You were an assertive upstander.
You asked if anyone had seen your missing eraser instead of jumping to the conclusion that someone took it. That was a respectful way to handle the situation.
You asked how Shay was feeling instead of jumping to conclusions. Using your listening skills really showed respect to Shay!
Thank you, Skyler, for showing me your cool-down pass before leaving the room to go to the counselor’s office. This helps me know where you are.
I can see that you and Jamie don’t agree, but you are staying calm, listening to each other, and not interrupting. That’s very respectful.
Effective Feedback
EF clearly indicates what is working or going well with the skills the student is displaying, and provides clarity about areas to adjust for further success. It is delivered in a positive to neutral coaching manner, not in a harsh or critical manner. It is meant to increase awareness, illuminate, and guide.
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That is a helpful use of self-talk when you repeated my directions to yourself to remember the steps for today’s science activity. Remember to also write the assignment in your planner.
I can see that you seem anxious, and it’s not unusual to feel that before giving a speech. Where do you feel it in your body right now? Good awareness! Let’s practice taking 3 good breaths into that area.
Your list of steps for the assignment is clear. This looks like an effective way to chunk down the assignment into manageable pieces. Your next step is to put due dates next to each one so you can monitor your progress and turn the project in on time.
You did belly breathing to calm down after feeling angry with Matt. That was a good first step. Now see if you can write down a few ways to solve the problem better.
Relational, Growth-Promoting Feedback
RGPF clearly compliments the student's effort and/or what is working, but it also invites student reflection (eg: how did you persevere / do / know that?). It is robust in its effects, since it provides the kind of serve-and-return interaction that enhances relationships, while also helping the teacher gain greater insight and helping students become more self-aware, confident and able to experience a sense of agency.
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I see you’ve been taking care to write the assignments in your planner. What kind of difference have you noticed that making for you?
I’ve noticed more confidence in you since you’ve been practicing your basic addition facts every day. What have you been saying to yourself to help yourself practice so consistently?
Wow--another step toward your ambitious IPS goal! Even though last week was a set-back, suppose you continue making small steps like this…what difference do you see that making for you?
Even though you’re feeling frustrated, you asked for help in a calm, assertive way. That makes it easier for me to help you. Whom else has noticed your new assertiveness lately?
I noticed you considered Jesse’s perspective when she bumped your backpack. You were able to recognize it was an accident instead of jumping to blame! How did you help yourself do that?
I’ve noticed a big increase in your class participation since committing to leaving your cellphone in the locker, Darrius. You have interesting ideas to share, which benefits the class and I like hearing them. What have you been noticing that’s different since making that commitment?