#ClasskickChat Recap: To Get More Feedback, Act More Coachable
It's hard to say who dreads critical feedback more: the person giving it or the person receiving it. As the receiver (usually our students, or the teachers we are coaching), it can be uncomfortable and stressful to hear that you are not performing well. And the teacher or coach, knowing this, fears that the receiver may not react productively and therefore is likely to postpone sharing their views.
But we all need and want feedback. That's how we get better as students and as teachers. So it's up to us to to show our students and/or co-teachers that we are willing to hear and act on feedback. The more someone perceives us as "coachable," the more likely they are to take the risk and time to give us their feedback.
So what can we do to increase the perception of "coachability?"
This was the premise for our Tuesday, October 4th #ClasskickChat. Here's how the conversation started:
We often need to go out of our way to make sure that people know we are looking for feedback and create easy ways for them to provide it to us. That QR code is a genius idea for educators looking to solicit quick feedback from students and peer observers!
Once we receive feedback, how should we express gratitude?
We can help our students by modeling our thanks for their feedback, or feedback from other teachers and administrators.
What about when feedback is less than nice?
We need our students to recognize that everyone makes mistakes and that feedback is just a necessary piece of learning and growing from each other. However, we should all provide feedback to other people in the way that we'd like to receive it - positively, and aimed at growth.
What do we do when students don't react well to feedback?
Here's what the Classkick community thought:
We need to help our students, and perhaps even our colleagues, see feedback as a means to reaching our goals. If we're aiming at a particular point, feedback helps us determine how close or far we are from achieving it. No need to respond negatively to someone trying to help us align with our goals!
When we do want to engage students in thinking about current events, how do we get them to reflect?
Here's what Classkick Teachers discussed:
Feedback from multiple sources, or leading us in different directions, can be a source of inner conflict for us as educators (and for our students). It can be helpful to think of feedback as one source of information, with our own intuition and data gathering as other, equally relevant sources. In the grand scheme of things, we should be seeking multiple points-of-view about our progress to ensure that we are on the right track!
The last question asked for a deeper dive into our classrooms and how we help students discuss current events with each other:
See you next month - Tuesday, November 1st - at 5pm Central. Join our Facebook community to continue the discussion beyond Twitter and to view monthly topics and discussion questions.