Agadir – In this piece of writing, I will deal at an early stage with the concept of feed-back. What it means and to what end it is given, and then I will list some criteria to be kept in mind while giving it to make it more useful and constructive. I will also list some characteristics that pertain to effective feed-back and to conclude, I will suggest to teachers who take part in teacher-trainee or peer observation sessions, ways to put what has been highlighted into practice.
The Concept of feed-back
It is extremely important for people doing any kind of job to know where they stand professionally speaking. To that end, someone qualified and experienced has to tell them about their performance so that they could do something about it. Communicating information to people about their behavior or performance to reflect upon and later take some sort of action is what we call feed-back. The action to be taken may be of three kinds. It may both keep and consolidate the behavior or it may try to make it better or else it may change it altogether and replace it by a more desirable and effective one. Feed-back can then be perceived as help for to keep their behavior “on target” to achieve better results, In the field of teaching, feed-back can be viewed as a mechanism of correcting or consolidating or else of making better a certain behavior. When given properly, feed-back permits the receiver to have to have a clear idea about his potential for professional growth.
Criteria for constructive feed-back
- It is descriptive not evaluative
Good feed-back is mediated through descriptive language. It allows the receiver to draw conclusions he/she considers best to cater for a given situation. It avoids using evaluative language which pushes the receiver to be on the defensive which in turn may build up into a break-down in communication. Therefore, good fee-back uses “to the point” descriptive language.
- It is specific not general and vague
It deals with specific problems or problem areas with a view to overcome them. It thus, allows possible improvement. It is also practical not theoretical
- It takes into consideration the needs of both giver and receiver
Both giver and receiver of feed-back should be concerned with the desirable outcome they want to see produced. Therefore, good feed-back is shared information to act upon. It is not a one-way action.
- It is targeted towards behavior the receiver can do something about
It should not make mention of things the receiver has no control on such as voice quality, stuttering, blushing or the like.
- It is solicited not imposed
Feed-back is more beneficial when the receiver openly expresses need for help with a given area.
- It is well timed
The best feed-back session is the one that comes at the earliest opportunity after a given performance while information is still fresh in the receiver and giver’s minds. The receiver’s willingness or readiness to hear feed-back ought to be taken into account.
- It can be checked
Paraphrasing here is of great value to make sure that what was intended by the giver really matches what the receiver actually understood.
For a group of trainees, feed-back that is given to one of them can be checked against feed-back from his peers to avoid the one person impression. Also, in rare but possible instances where videotaping is used, the giver and the receiver of feed-back can check the information given against what has been videotaped and that really can be of great help to both parties.
Characteristics of good feed-back
– Good feed-back is help to improve one’s teaching
– It is well balanced. It mentions “the shiny side” as well as “the cloudy one” or “the good points” and “the points to work on”
– It is specific. It pinpoints details that the receiver would voluntarily acknowledge
– It focuses on major points
– It offers suggestions on how to improve
– It does not mention things the individual has no power to control
– It uses appropriate language. The giver of feed-back should avoid using imperatives, must and should or the like and instead use friendlier versions that sound less judgmental through use of conditionals.
– It is sincere. There is no room for hypocrisy. It is both friendly and professional.
– It takes the form of a discussion. It is not damaging to the receiver’s self-esteem. It does not take a top to bottom type of communication. It is more cooperative.
– It does not overlook real problems. When a serious problem is there to be dealt with, it should be thoroughly examined, discussed and taken care of.
Suggestions
Feed-back is a pedagogical tool that can be of great utility to teachers as well as teacher-trainees eager to know where they exactly stand (professionally speaking) in order to be able to move forward for much better performances. For this, I invite interested colleagues and trainees to try it in its multi-faceted ways; Self-feed-back, peer-feed-back, group-feed-back and mentor or trainer-feed-back and make resolutions to benefit from it to the maximum through gradually and continuously setting higher standards for one to attain.
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