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I always enjoy discussions regarding the subject of feedback in education. This year I am striving to be

cognizant of administrator and colleague feedback regarding my teaching style. In addition, I am attempting to

be conscious of the way I react to feedback and administer it toward my students. I also want to encourage

students to provide feedback to their peers and other faculty.

While reading How to Give Professional Feedback by Brookhart and Moss I felt uncomfortable, because

I had to acknowledge the dismissive nature I have toward my own evaluations. In the reading it states the need

for a pre-observation, observation, and post observation (Brookhart & Moss, 2015). The steps they described for

observations are far from what I experience in my coaching sessions. Earlier in my career, I felt evaluations

were based on classroom management and not curriculum. Today, I feel they applaud my classroom

management but still do not acknowledge my curriculum. In short, there is a disconnect between my

expectations and my administration’s thoughts of what an effective observation should be.

In addition to how I approach feedback with colleagues and administrators, I need to establish a routine

for providing feedback to my students. I’ve realized that feedback is a very difficult concept for me to organize

into a routine. In the classroom I have limited time and I usually find myself gravitating to the students who

vocally express that my assistance is required, rather than rotating around the room and effectively providing

feedback to each person or group. Research shows that students get graded but hear little feedback about their

strategies and tasks (Hattie, 2012). Now that I am aware of this phenomenon, I am intentionally lesson planning

with a focus on incorporating various forms of feedback (blog posts, group discussions, surveys, and small

group centers). In conjunction with this type of lesson planning, I am also establishing a routine of how to

receive and give feedback to every student.

Ultimately, I would like to effectively teach students how to provide and ask for productive feedback.

Research indicates that feedback is just as vital as what I am teaching (Wiggins, 2012). When children are
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taught that constructive feedback encourages maximum learning, they can become strong advocates for their

educational needs. I plan to accomplish these goals by providing a safe atmosphere for students to give

feedback. Additionally, I plan to implement the idea of giving a survey to each student after each unit that is

completed. The survey questions will range from what they liked about the unit to what can be added to the

lesson to help them understand it more clearly. My goal is to inspire my students to continue a dialogue with me

about their performance as well as my own.


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References

Hattie, J. (2007). The Power of Feedback. Review of Educational Research, 77(1) pages 81-112.

Last Name, F. M. (Year). Book Title. City Name: Publisher Name.


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Footnotes
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Tables

Table 1

Latency Behavior (Off-Task) Observation

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Figures
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