Assertive FeedbackAssertive Feedback

Introduction (Communication Styles)Introduction (Communication Styles) Definition of FeedbackDefinition of Feedback What is Assertive Feedback? What is Assertive Feedback? Areas Of Feedback (when)Areas Of Feedback (when) Recommendations Recommendations

““A ‘NO’ uttered from the A ‘NO’ uttered from the deepest conviction is deepest conviction is

better and greaterbetter and greaterthan a 'YES' merely uttered to than a 'YES' merely uttered to

please, or what is worse, to please, or what is worse, to avoid trouble."avoid trouble."   

Mohandas Gandhi Mohandas Gandhi

Types Of CommunicatorsTypes Of Communicators

1. Passive: 1. Passive: avoids conflicts, hates risks, lose-win avoids conflicts, hates risks, lose-win situations sees others more important than situations sees others more important than him/herself, apologetichim/herself, apologetic

2. Aggressive: 2. Aggressive: creates win-lose situations , creates win-lose situations , threatens, hurtful to others, uses power & control threatens, hurtful to others, uses power & control to get needsto get needs

3. Assertive: 3. Assertive: direct, creates win-win situations, direct, creates win-win situations, respects others, responsible for his/ her actionsrespects others, responsible for his/ her actions

We build too many walls and We build too many walls and not enough bridges. not enough bridges.

Isaac Isaac NewtonNewton

Feedback is simply giving Feedback is simply giving studentsstudents bridges bridges

Characteristics of Assertive Characteristics of Assertive FeedbackFeedback Direct and specific; not indirect and general.Direct and specific; not indirect and general. Firm but not hostile; not wishy -washy.Firm but not hostile; not wishy -washy. Focuses on the behavior, not the student. It is not Focuses on the behavior, not the student. It is not

aimed at the student's character.aimed at the student's character. Focuses on an objective description of the Focuses on an objective description of the

behavior. A neutral observer would agree that the behavior. A neutral observer would agree that the behavior had occurred. It is not aimed at behavior had occurred. It is not aimed at interpreting or judging the student.interpreting or judging the student.

Shows respect for the student by sharing ideas Shows respect for the student by sharing ideas and information rather than shallow advice. and information rather than shallow advice.

"I" statement--the speaker takes responsible for "I" statement--the speaker takes responsible for his/her thoughts/feelings. Avoid using ‘YOU’ his/her thoughts/feelings. Avoid using ‘YOU’

Deliver the statement with steady (not staring) Deliver the statement with steady (not staring) eye contact. Speak in a clear, firm voice.eye contact. Speak in a clear, firm voice.

Areas of FeedbackAreas of Feedback

Speaking: on-task/ error CorrectionSpeaking: on-task/ error Correction

Writing: How to respond to papers?Writing: How to respond to papers?

Exams: Is it worth it?Exams: Is it worth it?

I. Speaking/ Error CorrectionI. Speaking/ Error Correction Be positive, do not demoralise SS with negative Be positive, do not demoralise SS with negative

feedback only/ use the feedback sandwichfeedback only/ use the feedback sandwich Are you working on accuracy or fluency? Are you working on accuracy or fluency? On the Spot/ Delayed Correction? Collective/ On the Spot/ Delayed Correction? Collective/

analytical analytical Self-Critiquing (self-reflective)/ Peer CorrectionSelf-Critiquing (self-reflective)/ Peer Correction Collect errors and prepare an activity, Hw, quiz Collect errors and prepare an activity, Hw, quiz

based on thembased on them Create an atmosphere that is open and positiveCreate an atmosphere that is open and positive Help students feel that they are valued members of Help students feel that they are valued members of

a learning community. a learning community. Suggest how to improve, rather than say ‘improve Suggest how to improve, rather than say ‘improve

this’this’ Don’t leave your class without feedbackDon’t leave your class without feedback

Words Teachers Should Not Words Teachers Should Not SaySay

““You can do it. It’s easy!”You can do it. It’s easy!” Instead “I know it’s Instead “I know it’s hard, but you can do it.”hard, but you can do it.”

““That’s wrong.”That’s wrong.” Instead “I think you might not Instead “I think you might not have understood the question. Look at it again.” have understood the question. Look at it again.” OR “I think I understand why you got that answer, OR “I think I understand why you got that answer, but there’s an important part you didn’t but there’s an important part you didn’t consider.”consider.”

““You’re just lazy!”You’re just lazy!” Instead “Do you think you Instead “Do you think you might not be putting enough effort into your might not be putting enough effort into your work?”work?”

““I quit!”I quit!” Instead “I’m not getting across to many Instead “I’m not getting across to many of you. Help me understand your difficulty.”of you. Help me understand your difficulty.”

II. Constructive Writing II. Constructive Writing Feedback Feedback unnamed.pdfunnamed.pdf

Reader or Grader/ accentuate the positive Reader or Grader/ accentuate the positive Suit your response to the assignment/ Suit your response to the assignment/

student’s abilitiesstudent’s abilities Avoid using generic statements, Avoid using generic statements, students students

get "the impression of hastiness" and get "the impression of hastiness" and "insincere statements“. Instead "insincere statements“. Instead tell tell students how to improve their writing. Use students how to improve their writing. Use questions rather than imperativesquestions rather than imperatives

Choose one/ two aspects to discuss Choose one/ two aspects to discuss thoroughly: you can’t focus on everythingthoroughly: you can’t focus on everything

Use ‘I’ statement as they are students’ Use ‘I’ statement as they are students’ friendlyfriendly

Use checklists to prepare students Use checklists to prepare students for feedback & saves teacher’s for feedback & saves teacher’s timestimes

Sample error lesson planSample error lesson plan Using grades?? ControversialUsing grades?? Controversial In classroom: steps to help feedbackIn classroom: steps to help feedback

* Weekly Tip post* Weekly Tip post

* Never again list * Never again list

III. ExamsIII. Exams Assessment toolsAssessment tools Rich Resource of feedbackRich Resource of feedback Collect strengths & weaknesses of Collect strengths & weaknesses of

studentsstudents Sandwich feedback to all students equallySandwich feedback to all students equally Plan with the student how to work on Plan with the student how to work on

weaknesses weaknesses Set a target for the student to work on for Set a target for the student to work on for

improvementimprovement

Responding positively to Responding positively to negative feedback from negative feedback from

studentsstudents Be a good listener not defensiveBe a good listener not defensive Why?Why? If more than one student, prepare evaluation If more than one student, prepare evaluation

form to give SSform to give SS Inform SS how you will address their Inform SS how you will address their

concernsconcerns Share your concerns with colleaguesShare your concerns with colleagues Ask for professional help/ peer evaluationAsk for professional help/ peer evaluation Initiate changesInitiate changes It doesn’t matter so much that you received It doesn’t matter so much that you received

a negative comment. After all, what’s done is a negative comment. After all, what’s done is done. What matters is what you do about it.done. What matters is what you do about it.

RecommendationsRecommendations

Whichever way you go about correcting Whichever way you go about correcting your students, try to keep the experience your students, try to keep the experience positive positive

for the learner. Being corrected constantly for the learner. Being corrected constantly can be a really de-motivating, as every can be a really de-motivating, as every language learner knows. As you are language learner knows. As you are listening out for your students’ errors, listening out for your students’ errors, make sure you also listen out for really make sure you also listen out for really good uses of language and highlight these good uses of language and highlight these to the group too. In the case of language to the group too. In the case of language learning I really do believe the classic learning I really do believe the classic saying, ‘you learn from your mistakes’. saying, ‘you learn from your mistakes’.

04/08/2304/08/23

Thank you Thank you