Voici comment vous pouvez améliorer votre rétroaction aux étudiants et éviter les erreurs courantes.

Provide specific examples of what the student did well and where they can improve. Offer feedback promptly while the assignment or topic is still fresh. Ensure there’s a balance of positive reinforcement along with constructive criticism. Clearly defined rubrics can help students understand expectations and how their work will be evaluated. Ask students to assess their own work first, which can lead to more insightful discussions. Mistakes to avoid include: Being too vague or too critical without offering solutions. Delaying feedback so much that it’s no longer relevant. Focusing only on grades rather than the learning process. Not aligning feedback with learning objectives.

Specificity enables the student be deliberate on what exactly to work on. On the other hand ambiguity throws them off hence loosing out on an opportunity to point them towards achieving the desired change.

I have learnt that students are motivated when they receive: 1) timeous(immediate) feedback 2) detailed feedback( what was good/ what required clarification) 3) reinforce what was asked.what was the question and how to distinguish between different instructions 4) Invite them to seek feedback independently 5) and from multiple sources(peer review-self-review-teacher review)

The origin of quality in specific feedback comes from the briefing - when someone embarks on a task, they need to know the specifics of the task. This could be broad and focused on the outputs, it might be more detailed related to how something is done. So if this is done correctly it becomes a lot easier to offer specific feedback, because both parties recognise the parameters so when it is time for review, whatever is said makes sense.

I remember a teacher giving me a terrible grade and not telling me why. I was frustrated, because how could I improve or get it right without knowing what I did wrong? Our students try to hit the target. Many fail or come very close. Helping them to aim correctly and giving advice, explaining our feedback so that we can make them excellent archers. Furthermore, as an archer, the error may be in the posture, in the way of shooting the arrow and so the student may be making mistakes in the way he expresses and formulates. Helping him in these aspects can bring us great surprises.

Timing is really important when giving feedback. Try to give feedback as soon as possible after an assignment is completed. This way, the task is still fresh in your mind, and the comments will make more sense. For example, if a student get feedback on essay right after he turns it in, he'll remember what he wrote and understand the suggestions better. But if the feedback comes much later, he might have already moved on to other topics and forget the details of his work. Quick feedback shows that we care about students' progress and help them keep learning and improving without losing momentum.

There are two main things to consider here; the wants/needs of the recipient and the type. If you don't, the feedback is wasted. What you think is timely might not be for the recipient. When do they think is ideal? So in the end, for feedback to be effectively, timely = agreed. If the recipient knows when the feedback will come, then the type of feedback becomes essential. If it is agreed there will be feedback immediately after an activity the recipients ability to reflect and manage emotion will be essential. (In most cases this would mean saying less and keeping it lighter!) When there has been some time for emotion to settle, expanding on those initial points becomes more likely to land.

I try to offer some form of feedback for students at the end of the lesson. It could be a thinking point of reflection or an activity to improve progress for next time. It's always important to give feedback when the work is fresh in the student's mind

Providing feedback sooner than later is always the best practice. A lot of students have anxiety over how well they completed an assignment. Timely feedback can help lessen the student's anxiety level. Also, when students are interested and/or engaged with an assignment, timely feedback helps to sustain their interest and/or engagement with the assignment which helps to create better outcomes for students.

After a test or a quiz, my students always ask me if I am done grading their scores. I see that they really want to know whether they did well. When the feedback is delayed, it creates some anxiety within them. To alleviate their concerns, I make sure I make my feedback very timely and accurate.

It is always easy to point out mistakes in students . If we add the ways to fix their mistakes in our conversations with them , the students will feel free to be wrong and ready to be corrected .

Giving feedback is very difficult and taking the feedback is also difficult. Giving feedback is an art - always provide sandwich based feedback. Start with praise and include improvements need to be included and end it with positive compliments. It will help students will not get hurt and they will have self realization.

As educators, we play a crucial role in balancing critique to enhance a student's receptiveness to feedback. It is a best practice to always start by acknowledging the student's strengths. This approach boosts a student's confidence and mitigates the impact of receiving feedback on areas for improvement. Put yourself in your student's shoes; if what you are about to say would not inspire you, don't say it to your student. Rethink what you should say to motivate your student to want to improve. Here is an example: You did really good on/at _____(Be Specific - Remember, what is celebrated is repeated). You should be proud of what you accomplished. To build on your progress, you could ___. Balancing critique heightens improvement.

One way I have found helpful in criticizing my students is to begin with something I genuinely know they did well or are good at. I then follow it up nicely with someone they have to do better. This way, they are more willing to accept the criticism than going straight ahead with criticizing them.

While it's important to point out areas where you can improve, it's just as important to recognize what you're doing right. Balancing praise with critique helps create a positive learning environment and keeps you motivated. For example, when your teacher says, "Great job on your introduction! It's clear and engaging. Now, let's work on making your conclusion stronger," it makes you feel good about what you did well and shows you how to improve. Knowing that your efforts are recognized makes you more open to constructive criticism and eager to keep getting better. This way, you stay motivated and positive about your learning journey.

The solution should be "student centric" and not general. If a student struggle with Real Numbers, teach him first about Rationals, if he struggles in that , go further back and teach about integers first. Hence before, providing solutions, it is better to assess the understanding level of students and his clear strengths and weakness.

Make sure your solutions are practical and often talk about why it is important to change behaviours and what observable impact this would have on their work

When offering solutions, it is helpful to assist students in recognizing where they made the mistake and what they can do to improve. I often have my students look at their work with me and ask questions such as, "Is this sentence complete or incomplete? What is missing? What can you add to make it complete?" This helps students own their work and self-correct their mistakes. As Dale Carnegie said, "People most like solutions they think they came up with themselves."

Make sure the solution you provide, are what the students will identify with and are more connected to. The steps you provide to solve a particular problem in a topic at school should be simple and precise. Straight to the point. This avoids any ambiguity in their minds

Self awareness is a transferable skill across all areas of our lives, especially for young people. When engaged in education we are constantly being given feedback, when we are young adults always steer us. This doesn't allow much space for developing our own self judgements! Having criteria is essential but why is it always provided to them - how do we consider what is also important to the learner? A learner may need a guide for what they see as important, but allowing them chance to review what is of value to them as well as the set criteria for an assessment, creates a shared experience. From there the exploration of self suddenly feels more enjoyable, offering the chance for greater breadth and depth.

I've found that posing questions to students that encourage self reflection is good to get the ball rolling. Pose questions such as "Why do you think you found this difficult? And why did you find that easy?"

A lot has to do with a student’s maturity in their learning process and below are a few to consider: 1. Shorter Attention Spans: students may have difficulty focusing on tasks for extended periods, which can impact their ability to retain information. 2. Self-Discipline and Motivation: students might need more external motivation and guidance from teachers and parents to stay on task. 3. Social Skills: students continue to learn social norms and how to interact appropriately with peers, adults, and siblings which can impact collaborative learning and group work. There are more attributes, however, it's important to recognize that these characteristics are part of normal development.

I appreciate the points mentioned for improving our feedback to students. One approach that can strengthen the bond between teachers and disruptive students is inviting them to actively participate in the lesson. As a teacher, I have never allowed a student to leave the class for any reason. Instead, I invite humbly such students to engage in the ongoing lecture and then ask them to recap the last 5-10 minutes in their own words. This keeps the student involved and connected to the lesson. Over time, I have noticed that such students gradually stopped causing disruptions in the class.

As educators, when we critique our students, we critique ourselves. Our students' success or failure is a reflection of how well we taught the lesson. If we notice the majority of the students are making the same mistakes, this is an indication that we need to reteach the lesson and clarify the areas that are questionable to the students.

There’s two extras I would add here… If you’re teaching a class and you’ve had to repeat the same instruction individually to more than 3 children, there’s a high chance they will all need it explaining again. Don’t be afraid to strip it back and explain again or get them working really short, small steps at first to scaffold a successful start. I also model EVERYTHING myself. Writing a narrative? Here’s my initial opener. Designing in DT? Here’s what I’d do to fit the brief. It allows you to show your instructions in action and you can use your model to set a high standard for the children to aim to.