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How to Effectively Observe and Provide Feedback
2. Guidelines for Feedback
The teacher and trainee are allies working towards common goals.
Be sure to give objective positive feedback as well, but not to try to "soften
the blow."
Timing
- Feedback should occur as soon as possible after the performance.
- Allow
the recipient an opportunity for self-examination and reflection
of their strengths and weaknesses.
- Plan a time to meet again to assess changes
made.
Data
- Direct observations or first hand information are necessary for effective
feedback
Purpose
- Only remediable behaviors are susceptible to feedback.
- Particular feedback
should be based upon first-hand data. What did you see, hear, read?
- Avoid
generalities.
- Allow the recipient to consider interventions that are
learner-centered and self-directed.
- Avoid telling them what they "ought" to
do.
Feedback
- Feedback concerns actions and behaviors, not assumptions about
intentions or personal attributes.
- Use language that is non-judgmental.
Quantity
- Small, specific items are most likely to elicit change.
- Consider how
much (quantity) negative feedback will be able to be heard.
Context
- Feedback must be provided in private, using appropriate collegial
language and body language.
- Make sure timing and setting are appropriate for the recipient and
you--Check in.
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