The Psychology of . . . . Criticism
I had ‘feedback’ on my mind lately. I recently received positive feedback that was very supportive. AND - the feedback included guidance on areas of improvement in such a way that I am eager to address them. How about that!
So . . . I did a little research on feedback and how it affects people. In education, administrators give feedback to the educators they supervise. Effective feedback has some characteristics that are proven to work - so the article below really resonated with me.
Most importantly - the need for relationship before feedback . . . . see the first 3 criteria in the graphic below.
The use of feedback in our collegial relationships can be so powerful in positive ways. We have several schools with a peer observation component in their PLC structures. While teachers may be nervous about observing each other, it could be so encouraging and so meaningful if the feedback criteria above are kept in mind.
This led me to consider the nature of the feedback we give to children. Educators are giving students feedback many times every day. MANY TIMES EVERY DAY. Every student is different, and every educator is different in their feedback methods. What is our feedback doing to the minds of young people? Are we building them up? How do we choose our words:
When behavior is interfering in learning?
When self-esteem is fragile?
When an oppositional force is facing us?
When we deliver consequences?
When we celebrate and praise?
When we build a pro-active plan for student growth in behavior/learning?
Again, consider the huge impact that relationships have - honesty, trust, good intentions are the first 3 criteria to effective feedback. While employees and employers benefit from these factors in their relationships, students deserve that level of connection with their teachers as well.
What you read in this article could be extrapolated to the relationships that teachers have in guiding their students, too. Please take a look.
Courtney Seider, Buffer.com
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