1 Teacher feedback : the Notre Dame Mindset Checklist Sometimes we don't realise that words that we think encourage and praise can actually undermine the main mission, to grow great teaching. Is the feedback sending messages that support teachers to enjoy current strengths and refine or build new ones? It's helpful Helpful wording It's unhelpful Unhelpful wording unhelpful: well, there's Begin with finding out unhelpful: opening with How do you think it went? quite a few things I'd what they already any change here . First focus on the good that is already in place. (3:1 Firstly, well done on You unhelpful: a focus on eg: unhelpful: one student +ves:advice) are skilled at I like the way decontextualised detail had poor handwriting /.
2 You wanted the class to and or small aspects of tasks well done for starting on Praise the good intention / they did / nearly did / etc out of context. time . higher purpose unhelpful: starting straight away with For areas that may need In the group work / in the commands/modals (see written answers / did the eg: unhelpful: Do this /. improvement, offer advice below), or starting with students achieve what you fix that / you ought to be IF still needed after asking no input from them more / we must . wanted? / Would you do this questions first: differently on another day? . about the causes or key issues of the area in question Get the context (like a eg: unhelpful: John's what set / what stage in the work is only level 3 - this doctor's case history) to unhelpful: context-free topic / how close to the exam / can of course also be a understand the backstory criteria helpful observation, if the what stage in the year is this?
3 Of the class / lesson context is understood. Arrive at good areas for Have you considered ? unhelpful: un-agreed /. improvement by eg: unhelpful: I. Would it help to pop in and unchecked one-way discussion. Offer a real always you must . see me doing proclamations example if that also helps. Offer the benefits of the unhelpful: leaving If then it's easier for you to eg: unhelpful: 80% of the thing you're promoting. benefits for the Teacher and they will be more able students need to be 50%. (Especially if the benefits to . or students out of the more . are for all concerned.) discussion Focus on what good can unhelpful: dominant come of the teaching now negative phrasing / eg: unhelpful: what we It would be [good] if don't need is this or in future.
4 What IS the instructions to not-do- because In order to a isn't very .. it will GOOD aim, and what IS the bad-things without a never happen if there is a good way would be . GOOD action that will balancing positive lack of . bring it about. alternative to act ON. Encourage an adult-adult unhelpful: parent or eg: unhelpful: you should conversation between military modals or / you must / you have to . It was interesting how what professionals: respectful, commands - these why can't you / what's could be . curious, learning on both disempower to varying wrong with I'm sides degrees disappointed . It's helpful Helpful wording It's unhelpful Unhelpful wording eg: often unhelpful, [I quote Ofsted here!] good, perhaps also untrue: unhelpful: many Perspective and proportion and very good for this stage in never / everyone / nobody absolutes / always / all teachers /.
5 The year . every lesson must . Keep positive any very unhelpful: any dangerous/powerful tools [but rarely / more often only unguarded eg: very unhelpful, that with skillful handling] That judgemental language, was uncomfortable you such as judgemental was inspiring you have a personal comments, do not have a talent for . language, personal You are not the kind of talent for You are the kind identity-level comments, identity-level of person who can person who . statements statements Support constructive by specifying the time, team, comments with an and task before group work unhelpful: unspecified eg: unhelpful: group work needs to be better / the example of how / who / students will know how fast to proclamations /. timing had issues / the when / why, so as to offer work through it, and know who modals / students could have been a path to reaching the they are working with, and nominalisations more on task.
6 Good thing. what to do before starting.. Consider the journey we unhelpful: fixed are all on: every Teacher timeframes / a focus eg: unhelpful: in that last this is a skill that increases on good/not good right lesson lacked the skill . learns (from mistakes, and over time / with practice / can now without any view you do not have the skill from others) throughout develop more if of . to the future or sense their career of growth Find what works for the unhelpful: imposing professional you are techniques, such as eg: unhelpful: you need to supporting - we don't all have you tried would it your personal talk for 5 minutes or less . work for you have you seen I always start with a use the same favourite, Ofsted's brainstorm you must anybody trying [with the PC/laptop/ipad/tablet, but chance to answer yes or no!]
7 ] personal favourite last have a fast range of we can all find ways that year / Gove's personal different tasks . work for us favourite last decade. unhelpful: the should eg: unhelpful when used you can you might it was list, the worst of these without a follow up of how with what Consider an it is good in good when one option is being you should resources and this will ways and can be more would the students benefit have - this combines be good because etc: good approach from A fantastic guilt about past failure should / must / have to /. achievement would be with no movement to a need to / always / never /. future solution. ought to / just / got to was that useful? what was Verify - Did your feedback the most thing?.
8 Help? do you feel you can do that? . do you have what you need to End with an agreement / do it? . check / understanding of if is that sustainable? . what you said will actually when might be a good time to help in what way. try it? . [just a couple of these].