Giving Feedback to Student Teachers
Feedback that can help student teachers improve has the following characteristics:
1. It is descriptive rather than evaluative in tone. Avoiding evaluation language reduces the need for the student teacher to take a defensive posture.
2. It takes into account both your needs and those of the student teacher. Feedback can be destructive when it serves the university facilitator or mentor teacher at the expense of the student teacher.
3. It s structured around those shortcomings the student teacher can do something to correct Frustration is increased when a person is reminded of weaknesses over which he has no control.
4. It is specific rather than general. To be told that one is "domineering" is not as useful as to have a specific situation recreated (e.g. "Remember your dialogue with Johnny. You did not listen to his alternative and gave the impression that only your opinion was acceptable.")
5. It appears to be solicited rather than imposed. It is very important that the student teacher share in determining things to be observed and that your feedback is often a response to his questions about certain aspects of his teaching.
6. It is given at the earliest opportunity after the observation.
7. The student teacher takes notes and suggestions are rephrased by the student teacher in order to confirm that you successfully made your points. Feedback can also be very effective if it is given after, and in partial response to, the observations the student teacher makes of his own teaching. Questions to ask are:
a. What did you like about what you did?
b. As you were teaching the lesson, how did you feel?
c. Did the lesson go as well as you had planned?
d. If you could do it again, what would you do differently? What would you have changed? How?
e. What help do you need from me?
8. In instances when it is necessary to give negative feedback, consider these questions:
a. Is the person in shape to receive this criticism at this time?
b. Are you going to be able to stick around? (Not dump and run)
c. How many times has this person heard it before?
d. Can this person do anything about it?
e. Are you positive your own fears, problems or needs aren’t causing you to make this criticism?
f. What specific suggestions can be made for improvement?
g. How can expectations be clearly given (i.e. time lines for specific improvements)?