Giving Student Feedback: 20 Tips To Do It Right

June 11th, 2013 192 Comments Features

Giving student feedback

It seems as if it was yesterday that I was a young middle school student giving a class presentation on the lifespan of the killer whale. While I was prepared, I was also horribly nervous. At the conclusion of my speech I was given verbal student feedback from my teacher–in front of the entire class! Needless to say, it wasn’t glowing. I remember that feedback to this day because it was negative, defeating and very embarrassing.

Despite all of my hard work, my seventh grade teacher ripped my presentation into shreds. I understand now that the teacher was trying to hone my presentation skills, but did he have to do it in front of the entire seventh grade science class? Let’s just say that my speech delivery skills weren’t up to par and because of this experience, I stumbled through many public speeches for a long time afterward. It really is amazing I went on to become a teacher.

As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student.

Unfortunately, many students have similar “educational” experiences like mine everyday. Why is it that some teachers think that giving feedback must be negative and corrective because that is the only way a student will learn? The only thing I learned from my seventh grade experience was that public speaking, no matter how much I prepared, was bound to be a disaster.

As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student.

So what exactly is feedback? Feedback is any response from a teacher in regard to a student’s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student’s performance- definitely not put a damper on it. The ultimate goal of feedback is to provide students with an “I can do this” attitude.

Sometimes We Have To Dig Deep

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). Like my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student’s learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Student Feedback

1. Student feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Use the concept of a “feedback sandwich” to guide your feedback: Compliment, Correct, Compliment.

2. Student feedback should be given in a timely manner.

When student feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each individual when giving student feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality student feedback. These four questions are also helpful when providing feedback to parents:

  • What can the student do?
  • What can’t the student do?
  • How does the student’s work compare with that of others?
  • How can the student do better?

5. Student feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students “on target” for achievement.

Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. Utilize the ‘4 questions’ to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Student feedback can be given verbally, non-verbally or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. For example, when I taught Writer’s Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

10. Alternate due dates for your students/classes.

Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give student feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. You can imagine how the student’s quality of work increased tenfold! If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide the verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

15. Return tests, papers or comment cards at the beginning of class.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A+ on that vocabulary test. If you are thrilled with a student’s recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student’s behavior. Comments and suggestions within genuine student feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’ (Dinham).

18. “I noticed….”

Make an effort to notice a student’s behavior or effort at a task. For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose for an assessment and/or student feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give YOU feedback.

Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn’t they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.

Learn more about how to progress in your teaching career with an online Certificate in Education Support today.


Laura Reynolds is a former fourth grade teacher with a Masters degree in Education from Drake University and a BA degree in Psychology from the University of Iowa. She currently works as an education consultant and curriculum writer. You can find her on @laurareynolds75 and Google+.

192 Responses

  1. Tuty says:

    It’s great topic. I have a friend when I was in junior high school who is not quite good in learning. She learns only when she had a desire to learn. She changed after getting accident in the class in which the teacher gave her negative feedback. The teacher directly judged her and say a bad thing. However, the negative feedback encourage her and made her life change.Now the result is she becomes a great students. So, feedback is necessary for the students to encourage and motivate them, but mostly should be positive feedback.

    • Laura Reynolds says:

      I agree, sometimes we just need to be put in our place. However, the individual must be taken in consideration. My 8 year-old daughter will burst into tears when given any negative feedback but my 5 year-old son takes it all in stride. Thanks for you comment! Take care, Laura

    • LaMonica Harrison says:

      I’m so glad that I have this chance to speak out. I’m just getting to the point where I focusing more on what matters most. I’ve also had an experience whereas, I had to get the negative feedback from someone that really mattered. I still today have that very same person in my life that not only guides me, but helps me eliminate my fears. Feedback is necessary for everyone if taken the right way. It will help you throughout your life.

    • APK Advice says:

      thanks for your good information. it’s a very helpful post. Finding the pitch and tone and when to be blunt and when to be sensitive can be hard.

  2. As a teacher trainer, giving feedback to trainees’ lessons can be very challenging. Finding the pitch and tone and when to be blunt and when to be sensitive can be hard.

    I enjoyed reading this and will send it as a link to my trainees before the start of my next training course. It will help me, I am sure.
    Thanks for this post.

    • Laura Reynolds says:

      Giving feedback to beginning teachers is a difficult task, to say the least. Hope that some of the tips included will help you with your trainees. Best, Laura

  3. What a detailed, informative, fantastic post! Thanks for putting this out to the world. 🙂

  4. Jason says:

    It’s a breath of fresh air to read this article. Advocacy is the first key to giving presentation feedback. The second is to focus on the presenter’s strengths while teaching them new techniques. This builds confidence and helps engage the presenter to more success. The best coaches are the presenters’ biggest fans and they treat them that way. Thanks for writing this.

    -Jason Teteak
    CEO/Founder – Rule the Room

    • Molly K. says:

      I couldn’t agree more with you, Jason. This article was worded so well and furthered my beliefs that feedback needs to stay as positive as it can at a young age. I can recount a few times I felt quite embarrassed after giving speeches throughout my early school years, and the teacher giving not such great advice on how to improve for next time. While giving such positive feedback, it DOES boost a student’s confidence while continuing to suggest improvements for next time. This will make them more comfortable with the task and that alone may improve their performances for next time.

  5. Oana says:

    Dear Laura,

    Congratulations on writing such an elaborate description of how positive feedback should be given. I like in particular the fact the you base the process of giving feedback on what the student does right. This helps students build their self-confidence and be motivated to improve their performance because the truth is that all of us need to improve something about our work or ourselves.

    There are other opinions who disagree with the efficiency of positive feedback. Yet, I strongly believe in it and you show so clearly in your post why positive feedback is efficient.

    In Angela Lee Duckworth’s TED talk about “The key to success? Grit”, she mentions that children don’t have the fear of failure. So, I believe it is up to educators and parents to maintain the kids’ enthusiasm and fearless approach to learning.

    • Laura Reynolds says:

      I am a huge proponent of positive reinforcement in the classroom, at ALL grade levels. I was a leaner in the classroom through graduate school (20 years!) and understand how essential the positive feedback was to my success. Although I got plenty of negative feedback, the positive was what motivated me. The negative just made me feel bad about myself. As a mother now, I do my best to give as much encouraging feedback as possible to my littles ones. Thanks for your (positive) feedback! 🙂

  6. Sally says:

    Great insights, Laura! Your last point is something that all teachers need to be encouraged to do. When students are given the opportunity to provide feedback to teachers, they are generally thoughtful and approach the task with maturity. As a teacher, if you don’t want feedback from your students, maybe it’s time to ask yourself ‘why not?’

    • Jessica C. says:

      The last point mentioned in the post is something that is often done on college campuses, but is often forgotten about once teachers are in their own classroom. Just as you mentioned, I believe that students will handle giving feedback with seriousness and maturity.

    • Brittany K. says:

      I agree with what you stated here. I also love the last point in this post. I believe it’s phenomenal for students to have the opportunity to provide teachers with feedback as well. Teachers should be open to feedback so they can grow and prosper as an educator. This will help us reach our students the best that we can in order to move their thinking.

    • Paige S. says:

      Sally, I strongly agree with your post on how students need to be given the opportunity to provide feedback to teachers. Teachers should always want to be improving and gaining better knowledge on how to teach students based on the students’ needs. I think there is no better way to do so than asking your students for ways to improve your teaching.

  7. Some really great ideas here, Laura. It is just as important that teaching professionals learn off their harshest critics, just as it is the other way around!

    Food for thought. Keep it up!

  8. Thanks Laura

    I am quite passionate about feedback. I especially liked points 7, 10, 15 & 16 – not because they are necessarily better than others, but because they are specific ideas I haven’t included myself.

    You (and any readers who enjoyed your article, may like to check out a free pdf guide I made on the same topic How To Give Feedback To Students


    • coursecrown says:

      These tips are very helpful. Thanks for sharing this post. This is truly a great post.

    • Megan M. says:


      I totally agree with you about points 7,10 15 and 16. These concrete ideas ready implement directly in the classroom are great ways to start making improvements on the feedback we give to our students! I like you, am looking forward to bring these ideas right into my classroom!

  9. Becki R says:

    I really enjoyed reading this article, it reminded me a lot of the great teachers I’ve had in my life. I have a question though. I am an assistant teacher in Japan, and one of my middle school students gets incredibly upset when he gets anything less than an A. He is an incredibly bright student that does well by the book, but when I have to judge speech tests for the students I am at a loss when it comes to giving him feedback afterwards. How can I give him the constructive feedback he needs while making sure his feelings aren’t hurt? The compliment sandwich hasn’t worked since he is more concerned with the scores than the feedback.

    • Danielle S. says:

      Hi Becki,

      I am a preservice teacher and I am working with a student right now that also is more concerned on the grade then on the feedback. What I began to do with her is to not give a grade at first. We first work on what she is struggling with then we continue to grow on her skills she has mastered. Since she does not receive a grade at first, she can focus more on improving her skills instead of the grade. I noticed this has helped my student a lot this year! (I also have started implementing the compliment sandwich feedback and she has really enjoyed this).

      Danielle S.

  10. A great post.

    I would like to add another suggestion about the kind of feedback that is more likely to empower students and give them the respect they deserve as the great learners all of us are capable of being. In fact this suggestion also has implications for what is taught.

    This suggestion belongs in the first point you raise. Feedback to a students “mistaken” response needs to establish whether the student is missing a core bit of understanding or awareness or whether the issue is to do with lack of attention. I seldom provide explanations in my feedback. I usually get the students to work out the answer for them self. This can only happen if they have the core bits.

    My speciality is language teaching…in that context I wrote a post on feedback that some might be interested to read –

    If they don’t, I enlist the help of the class and then together with me asking questions as needed, they work out or rework the correct answer.

  11. Jordan Davis says:

    Thank you for sharing these tips for giving feedback! This is an area that I need to improve in giving my students more frequent written or visual feedback! I like the four questions to help keep the feedback stay focused. I’m working on more one-on-one conferences for my resource ELA class and trying to think of more ways to give my students in my math resource class feedback daily. Also, the statement of “I noticed is a great way to keep the information to be specific. Also, I have a question about how often to give written feedback and ways to help it be consistent and simple?

    • Emma D says:

      I like your suggestion of saying “I noticed”. I feel as though phrasing any feedback in this way allows the writer to asses themselves what this thing noticed is and what to do about it. It allows for more of a conversation and less of a feeling of criticism.

    • Sarah B says:

      Hi Jordan, I also really liked the suggestion of using “I noticed” statements in feedback, for they are a very simple and direct, but can impact a student greatly. I think some form of written feedback should always be given, even with something small like “I noticed,” because students deserve direction in their learning in order to continuing succeeding.

  12. As an educator mentor, offering input to learners’ lessons can be extremely testing. Finding the pitch and tone and when to be limit and when to be delicate can be hard.

    I appreciated perusing this and will send it as a connection to my students before the begin of my next instructional class. It will help me, I am sure.Your last point is something that everything instructors need to be urged to do. At the point when understudies are given the chance to give criticism to educators, they are by and large attentive and methodology the undertaking with development.

    • Erin C says:


      As a pre-service teacher, I would like to thank you for providing constructive feedback to the beginning teachers that you work with. In my personal experience, while it may be difficult to accept constructive criticism at times, it is very important that we listen to what we are told to help us grow. It is very important to also remember that while these tips are vital for teachers to keep in mind with their young students, that we, at the same time, need a positive experience when it comes to feedback so we do not get discouraged in our line of work.
      I think that this article serves as a great resource for yourself, as well as the teachers you are working with.

  13. I blog quite often and I seriously thank you for your content.

    Your article has truly peaked my interest. I’m going to take a note of your blog and keep
    checking for new details about once a week.
    I opted in for your RSS feed as well.

  14. Offering criticism to starting instructors is a troublesome assignment, no doubt. Trust that a portion of the tips included will help you with your students. Best, Laura

  15. You actually make it appear so easy along with your
    presentation but I in finding this topic to be actually one thing that I
    think I might never understand. It kind of feels too complicated and extremely large for me.
    I am looking forward to your subsequent submit,
    I’ll attempt to get the cling of it!

  16. Mara says:

    Thank you for your article. As a teacher I strive to give what I hope is constructive feedback and in some instances, I give students a second chance to improve their work. I use a rubric which sets out how the work is to be marked and hopefully focuses the student. I write a lot of feedback on scripts including corrections of grammar/spelling errors, suggestions for improvements, different perspectives, use of referencing and citation, etc. I also give general feedback to the whole class. This takes a lot of time. Is there such a thing as overdoing it? Could this be interpreted as ‘harassment’ or over controlling behaviour by me in any way?

    • Lauren A says:

      Hi Mara! I am a young teacher but I do not believe there is a thing as over-doing it. Students would like to have as much feedback as possible to grow. I think if your feedback is mostly positive, many students would appreciate the time you spent on helping them succeed.
      If you feel as though your feedback is too much, then you can narrow down what you focus on for each time you give feedback. If you always focus on spelling and grammar, maybe one time take a break and focus on one specific aspect of grammar or something different. I also think it all depends on the atmosphere of your classroom and what the students expect from you. Hopefully this helps!

    • Brandon B. says:

      I think giving the students the opportunity to improve their work is a great way to open up their willingness to try new things. It will hopefully spark their creativity and they will not be as afraid to fail on the first try. With the chance to improve their writing the students can work to improve and make corrections as they begin to understand what they need to work on. I will definitely be using this when I teach, thank you!

    • Marcy K says:

      I like giving students a second chance to improve on their work after receiving constructive feedback. I believe that by giving students the chance to act upon the feedback soon after receiving it, the feedback will stick with them more and it will have been of more use, as sometimes (I know I am guilty of this) students do not use the feedback they receive because too much time has passed between receiving the feedback and the next opportunity to act upon the feedback.

    • Crystal C. says:


      I have found that giving feedback to students can be quite cumbersome if you make it so, and that many of them don’t give as much value to our comments when we overdo it. I use a few guidelines to keep me grounded. For example, I do not correct grammar or spelling errors if I know that they have been instructed in the past. It is simply an expectation I have and I hand back any work that does not meet this expectation. I expect students to make the corrections and resubmit. They get the idea after a few submissions, and the majority of the work comes in error-free for most of the term.

      Secondly, I only give feedback on the skills we are immediately addressing. In other words, I don’t give feedback on anything I have not yet taught or skills that I taught a month ago. Finally, prior to students submitting work, I will frequently ask them to write me a note indicating what they would most like feedback on. These strategies help me to focus my work, and I find that students give value to my input. Good luck!

    • Morgan R says:

      I love that you give students a second chance sometimes. As a student, I always appreciated when a teacher would let us do that because sometimes assignments are accidentally done completely wrong. I also love rubrics and will definitely be using them when I am a teacher. I do not think you are harassing students with feedback. If they care about their grades, they will appreciate the feedback because they are always striving to improve.

    • Kaitlyn W says:

      I think it is amazing that you give your students second chances to improve their work. I would have loved if my teachers would have given me constructive feedback and then allowed me to take that feedback and try again. I believe that the feedback will stick with the students more when they are able to apply it right away.

  17. Naseem Banu says:

    Very interesting and useful tips.These are the areas where most of the teaching professionals lack in their career.Understanding the present mindset of the students is a great art nowadays

    • Frankie N says:

      I agree. We, as teachers, do not want to do what some of our teachers did to us. I’m not sure if I would say teachers lack in giving feedback. I think they just need to practice doing it in a different, more effective way. As the generation gap starts to get bigger, it is harder to understand where some students are coming from… It truly is an art!

  18. Thanks for your sharing!

  19. very interesting and useful information. thanks for sharing your ideas.

  20. Joann says:

    I believe that relationship between lecturer and student effect on student achievement. This is proven by various scientific researches, and I know from my own experience. Generally accepted that in institute or college are learning a lot of stupid, lazy students, but no one thinks that in most cases the fault of teachers. Most teachers do not behave professionally with the students. There is such a thing as the psychology of education, if you have not heard about it – I advise you to read this article .
    Lecturers must give educational material interesting and accessible way. The material should not be loaded with different terms, it must be actual for a modern audience. Lecturers must give equal attention to all their students, and at the same time to separate those students who himself understands material and who needs to explain it. This is only main rules of conduct lecturer and student. Unfortunately now is not all tutors correspond to these requirements.
    I was lucky to know such a teacher. He helps me a lot during study, and not only me. Now when I write Thesis – he’ll give me lots of advice, gave an interesting article about thesis writing like this one If there were more of these tutors, the problem of poor progress of students gone itself.
    In fact, the main thing to be honest and then lecturer will understand and help you. Now, the lecturer who did not like me, helps me to write Thesis, advises useful articles like this which is interesting and simply says about thesis writing.

  21. Neha says:

    Thanks for sharing these 20 tips with us.

  22. Anaya says:

    Very nice post, I loved the way things are described. Will share it with my friends as well. Keep up the good work.

  23. Lauren A says:

    I really enjoyed all the ideas you presented here in this blog post. I am a pre-service teacher and I will definitely be using these ideas in my future career. I especially liked the idea of “I noticed..” because it allows for the students to recognize that the teacher values them as individuals. I think that this type of feedback goes beyond just the curriculum and helps students grow into adults. When they know the teacher recognizes them and their actions, it will make the learning environment more enjoyable. Thank you so much!

  24. Emma D says:


    What a great post. I think your comments about the need to be constructive in assessment are very true. I also liked that you pulled in a personal experience with presenting that I, and I’m many others, can relate to. I think you have a valid point. Feedback should focus on ability. If a student is torn apart and given little positive feedback they will loose motivation and the enjoyment to write that is so crucial to their success. If a student is told they have certain abilities they are more likely to embrace those positive aspects of their writing and use them to their advantage. Focusing on positive things also boosts motivation. It is important to still give students things to work on but this can be done in a way that frames abilities. I think your point about giving timely feedback is also important. If too much time passes between writing and assessing a piece of work, everyone looses interest in what the piece was even regarding.

    • Tanya says:

      As an educator , supplying instructions to newcomers’ may be extraordinarily checking out. locating the pitch and tone and while to be restriction and while to be delicate may be hard.

      I appreciated perusing this and could send it as a connection to my students before the begin of my next instructional class. it will help me, i’m certain.Your remaining point is some thing that everything instructors need to be advised to do. at the point whilst understudies are given the chance to offer criticism to educators, they’re by means of and massive attentive and method the assignment with development.

  25. Aly T says:

    Hi there, thank you for the helpful post. I especially resonated with point #4 and point #14. Both of these ideas were new to me, but they sound very effective in making our feedback to students both meaningful and educative. For point #14, I find this idea helpful so that when you are either conferencing with students, or when it is time for conferences with parents, you are effectively prepared in ways other than grades and experiences when you want to share with their families. I appreciated the 4 questions presented in #4, so that there is a model to keep in mind when providing feedback to students. I can’t wait to try these strategies out, thank you!

  26. Morgan R says:

    Hi, my name is Morgan R and I am currently studying to be an elementary school teacher. I completely agree with this post. It was always humiliating for me when teachers would point out things I did wrong in front of the whole class, or when they would always point out the negatives in my work. It made me embarrassed to turn in anything else. It is also impossible to feel comfortable presenting in front of everyone when you know that the teacher is going to be extremely critical. When I am a teacher, I am going to strive to keep criticism positive and never humiliate a student. It should not be embarrassing to get corrections. Criticism needs to be given in the correct way. I love the “feedback sandwich” of compliment, correct, compliment. I think that is a great way to help the students improve while also making them feel good about their efforts. I will definitely be using that technique in the future. Great post!

    • Gabby G says:

      Hi! I definitely agree with you that we need to keep criticism constructive yet positive. It is not fair to the students when teachers use their work as a bad example. We instead model good examples of work that students can use as resources to better their writing.

  27. Brandon B. says:

    After reading this article and reflecting on the kind of teacher I would like to be, it is important that all teachers are aware of these tips. The twenty tips written about seem to work hand in hand in to help the students feel more confident about themselves. This is important in my opinion because confidence can lead to motivation for the students. Two tips that stuck out to me were tip number 11 and 20. Both of these tips allow students to make the activity student lead and they are making the discussion. In 11 the teacher is preparing the student on how to properly give feedback. This will allow them to peer edit in small groups or pairs. Number 20 gives the student the opportunity to help the teacher improve, they can get feedback on how they are doing with their feedback. These will be important tips for me in my classroom!

  28. Erin C says:

    This is a wonderful article. As a pre-service teacher, it is very important that I am able to distinguish between giving feedback to my students and assessing/grading my students. Since assessment and feedback can be sensitive topics to address with students, it is important that it is done correctly, while still considering the needs of all students. As you mentioned, the purpose of feedback is to improve student performance. If this is done in a way that discourages students, it will continue to hinder their performance and self-esteem. As teachers, we have the ability to positively influence our students to encourage them to do their best at all times, do we need to take advantage of every opportunity we can to encourage and lift them up.

    While feedback is crucial to students improving their abilities, we need to be sure not to provide feedback on too many things all at once. If we do, students will become overwhelmed and will not know what to improve on. So, as mentioned in the article, teachers, when providing feedback, need to concentrate on one ability.

    Something I had not thought about was educating students on how to give feedback. I think this is crucial to a positive learning environment. If students are unsure of how to politely and positively respond to their peers, chances are feelings are going to be hurt in the process.

    Thank you for your article!

  29. Karli R. says:

    I believe there is a significant difference between feedback and assessment. When a teacher gives feedback, he/she lets students know what they are doing well and what they can improve upon when it comes to their performance on something (homework, behavior, etc). The goal of feedback is to encourage students; we as teachers want them to always feel encouraged to do better than they are doing at this present moment. Although the teacher can certainly give constructive criticism, the main portion of the feedback should be positive so that students will not become discouraged and give up.

    On the other hand, teachers can also assess. Assessing students’ performance is very different from providing them with feedback. When a teacher assesses a student, he/she is evaluating their work in regards to a specific rubric or grading scale. The student will not be able to to “redo” their work based on what the teacher suggests while assessing–the grade they receive is final. Furthermore, assessment should be done at the end of the specific lesson/unit when the teacher feels confident that his/her students have successfully grasped the main portion of the content. Feedback, however, can be given at any time, and the students are able to fix their mistakes and grow before the time for assessment comes.

  30. Frankie N says:

    Awesome post! In one of my education classes we talked about how embarrassing a student is the worst thing possible to do to students. We are there to build confidence, not destroy it. It is super unfortunate that it happens to a lot of students.
    I’m not sure if I agree with #15. I know when I get a grade back at the beginning of class and it isn’t the grade I had hoped for I get mad at my teacher/professor for the whole class while I worry about my grade the whole time, not paying any attention to what the teacher/professor is saying. I feel like it would be more beneficial to hand it out at the end of class to let the grade sink in and then have students write their concerns or questions to go over in the next class. Otherwise, the tips are great! I love #2. I can’t stand it when a teacher/professor hands something back that you don’t even remember doing or what the assignment was. It isn’t helpful and I usually don’t even read the feedback then. I think feedback can be more useful than grading (depending on the assignment because we do have to give grades too) when it is used the correct way! Thanks!

  31. Marcy K says:

    In The 9 Rights of Every Writer, Vicki Spandel wrote that assessments should be perceptive, compassionate, and useful. I can see that many of the twenty ways to give student feedback above are all of these things. With many of the feedback suggestions, I found there was a strong component of compassion, which probably stems from your personal experiences. I believe that compassion is a rather important aspect of feedback, as it makes the writer feel good about their writing, rather than causing them to dislike writing based on one bad experience. The student feedback point that struck me the most was #2, giving feedback in a timely manner. I know from experience how feedback becomes less useful the longer it takes to receive. I think that it is important to remember my responses to feedback as a student when preparing feedback for my own students.

  32. Brittany K. says:

    I really enjoyed reading this post. It’s exciting to see that there are so many different ways to give effective feedback to students. As a pre-service teacher it was eye opening to read all of the various ways to give feedback to a student. Some of the tips that were included are new to me and I cannot wait to incorporate them into my future classroom. I like the idea of giving students feedback on a sticky note. I think this a great way to give student feedback while they are working independently. The student can easily refer back to the comment if and when needed. This also does not disrupt other student thinking during work time. Additionally, I like the idea of critiquing one skill at a time when looking at a piece of writing as mentioned in tip #9. This way the students know what specific skill will be looked at, and that a new skill will be the focus for the following day and/or lesson.

  33. Molly K. says:

    The 20 tips for giving positive feedback to students in the classroom served to give me a new perspective in addition to my current course readings in my writing class. One of the tips that stood out to me the most was inviting students to give you , the teacher, corrective feedback. I feel educators are always handing out their two cents to students, while we should also take a step back and hear what OUR students have to say about us. I believe many teachers have a big fear of doing this because they will need to own up to possible mistakes/take time to change certain things going on in their classrooms. But we are always telling students it is okay to make mistakes and to just hopefully learn from them. So why can’t we as educators do the same? Feedback does not need to be negative nor should it be. This serves to be discouraging and creates a hostile, uncomfortable classroom environment. Setting a good example for your students as to what feedback looks like makes them want to do the same. Like this article states, “[We should] train students to give each other constructive feedback in a way that is positive and helpful”. Again this goes along with creating that safe and encouraging environment and will enable students to be more open about receiving feedback and willing to correct themselves in the future.

  34. Jessica C. says:

    I really enjoyed reading this post, it was very informational. While reading this post, it was very surprising to see all the different ways that giving feedback can be implemented in the classroom. When giving students feedback it is important to remember that positive feedback is more beneficial that negative feedback, as this was mentioned in the first tip. It is important to remember that when giving students feedback on any sort of assignment the feedback should only be focused on one aspect. As the post mentioned, one day the focus was on making sure students were indenting their paragraphs correctly, and the next day was focused on something else. This is important to remember because more often than not teachers provide students with feedback on a wide variety of areas of improvement, this just overwhelms the student and they have no idea where to begin making revisions. I thought the last tip was very interesting, allowing students to give the teacher feedback. More often than not I feel that we forget students have their own ideas and opinions about how we are teaching.

    • Haley S. says:

      I think your point about providing simple, attainable feedback to students is so important! I agree with you that often times we feel the need to make multiple corrections and what we end up doing is overwhelming the students. By giving concise and clear feedback on one element of writing at a time, our students have a greater chance to succeed and master the element we want them to work on. When they have mastered one thing, then they can move on to the next one.

    • Tessa B. says:

      I agree with how surprising it was to see how much feedback can be implemented into the classroom. I really like how with feedback, it doesn’t just have to be given to students after they submit a writing. Feedback can be given throughout the writing process.

  35. Paige S. says:

    I really enjoyed reading your article! It made me reflect back to all the times I was given feedback in school or when I had to give somebody else feedback. As a pre service teacher, I have learned how essential it is to give positive feedback to students. I loved your idea of the “feedback sandwich” that gives compliments corrections then compliments. Many times I have seen peers shut down after only receiving negative feedback and I think adding in positive feedback will motivate the students to improve their weaknesses. I can’t wait to use your other strategies in the future!

    • Saga Briggs says:

      Thanks for reading, Paige! Glad you found it useful.

    • Emily K says:

      Hi Paige,

      I agree with you on using the feedback sandwich. It seems like a great idea to encourage students, give them an area to improve and then say another strength. There are so many great ideas to give feedback!

  36. Meghan V says:

    Hello, my name is Meghan V. I enjoyed reading this article, as it identifies so many great ways to encourage writers and keep a positive outlook on writing for students. As a preservice teacher, I can see myself incorporating many of these tips into my own teaching so that I can not only teach writing effectively, but to make my students feel comfortable and supported both in the classroom and in the subject area itself. A tip that really sticks out to me is how teachers should give students educative feedback and base this feedback on what the student is doing right. This topic was also discussed in The 9 Rights of Every Writer, where Spandel highlights the importance to uplift and genuinely help writers to give them courage, as courage is most important above any writing strategy. As assessors, we know that we have to identify problems but should focus much of our attention on encouragement for students. To make sure I can do both, I will keep in mind the “feedback sandwich” so that I can remember to give mostly positive comments about students’ writing with ways they can improve in between.
    I also agree with how important it is to give this genuine praise. From experience, I know it is very beneficial to know exactly what you are doing well as a writer so that you can continue to use these strengths in other pieces of writing.

    • Kelly T. says:

      Meghan, I completely agree with you. Students will be more eager to correct the mistakes if we give them more positive feedback about what they are doing correctly! And of course, the feedback sandwich makes this possible. I, too, can see myself incorporating this techniques into my own future classroom! Exciting!

  37. Morgan M. says:

    I really love the ideas presented in this blog post! I think, as educators, we focus a lot on what students are ‘getting’ curriculum-wise and often overlook what students are ‘getting’ from us. I especially like your points about giving students feedback in a timely manner and that they should be focused on one thing. If we wait too long to give feedback, and there’s simply too many things, students are 1. not going to care as much, and 2. probably get a little frustrated when they have so much feedback that they don’t know where to start. I think, also, your point about teaching students how to give and receive feedback is something that follows through when a teacher effectively gives feedback. If we model how to give and receive feedback, the students will be more prone to giving and receiving feedback to their peers. Overall I really enjoyed this article, and as a pre-service teacher, I am glad to hear that teachers in the field are still thinking about the things we talk so often about in our education classes.

    • Sarah K says:

      I agree that the longer we take to give students feedback, the less relevant the feedback is to our students. They either forgot what they were being assessed on in that piece, have moved passed that skill, or simply no longer care about your feedback because it has taken so long to hear back from you. I think it is very important that teachers give good, quality feedback, but this feedback also needs to come in a timely manner.

    • Bryanna B. says:

      I agree that it is important for students to know the relationship between giving and receiving feedback. When students are comfortable with this process, they are much more likely to give their peers useful feedback.

  38. MN Kadapatti says:

    Today “formative Assessment” is part of education policy in most of the countries, including India where I reside. The concept is based on ” giving” and “taking” feedback. To that end the article is well researched on one part ” how to give feedback”. The process is part of continuous and comprehensive evaluation.

    Over the thread some one has pointed out importance of negative feedback. I believe some exposure (I call training) to disappointment, failure and frustration is equally required. Life is not all about upward movement. A child has to face roughness of the life. If so, some exposure to discomfort to the children, I believe and practice. is required. Teacher in a class room is the best person to judge.

    Many young children as young as 12 years are committing suicide moment they face small amount of discomfort, may be due to failure, not acceptance, deficiency in grade, etc. in India. The findings are clear: children were not exposed to discomfort neither at home nor at school. Time to think differently.

  39. Minad shah says:

    How should you give feedback to Trainees? Which approach should you follow? *
    PIN Approach
    NIP Approach
    PPP Approach
    PNP Approach

  40. Jimmy Sullivan says:

    I disagree with you, Morgan, because your info contradicts with the information from this article:

    • Patrick K says:

      Maybe you could find a way to incorporate the two to work together. Just because there is a conflicting idea does not mean there cannot be a resolution between the two or that they cannot be incorporated into one another.

  41. Layla Davis says:

    Hi, Laura! Thank you for the article. I wish every USA teacher read your post. It is so important. I am a student of the University of LA (UCLA). And for three years of studying, I have met the best and the worst teachers ever (I won`t name them if you don`t mind). The first one was our friend. He was worried about every lecture, every home task. We have been always making the exchange of feedbacks. And when I had “C” I have always known that I had where to move. And the second one…he was young and not a professional at all. Sometimes we thought that he even did not check out homework. It was like a lottery: today you have “A” – so tomorrow you`ll have “C”. And he refused to give us a feedback. But his subject was really important, and I did not know it well because of the teacher. Thank God I have a friend from who has helped me to survive the semester. Teachers really should know how to give feedbacks to their students. It is very important for us!

  42. Hi Laura
    I’m very much a beginner & found your article so helpful. Very precise. I do feel though that children do need very positive direction & sometimes we need to be honest, or cruel to be kind & not always shoulder rub

  43. Abraham Junior Kudjo says:

    Wow. I really love this article. I’m a teacher trainee in Ghana currently doing my 1st year observation teaching practice in one of our basic schools and I must admit I have gained great knowledge from this post. Thank you Laura.

  44. niraj bari says:

    thank you so much for this post

  45. Julie says:

    Great article, thanks!

  46. Digi Manthan says:

    What a excellent post. I assume your feedback approximately the want to be positive in evaluation are very true. I also preferred which you pulled in a personal experience with imparting that I, and i’m many others, can relate to. I think you’ve got a valid point. feedback have to attention on ability. If a scholar is torn apart and given little fantastic comments they will unfastened motivation and the leisure to put in writing this is so critical to their fulfillment. If a scholar is instructed they have positive talents they may be more likely to embrace the ones superb elements in their writing and use them to their gain. focusing on high quality matters also boosts motivation. it’s miles crucial to nevertheless provide college students things to work on however this can be completed in a manner that frames abilities. I assume your factor approximately giving well timed comments is likewise crucial. If an excessive amount of time passes between writing and assessing a chunk of work, all and sundry looses hobby in what the piece was even regarding.

  47. Awesome. I believe that providing students feedback in such way can help them to be more creative and encourage them to do well.

  48. I found your summary extremely helpful and if you are okay with it would like to use it working with my two graduate teachers. Our site is incredibly complex and at times it is a major struggle to find the positives to balance the constructive comments. My experience at school was negative and at times I am still stunned that as my third career I chose to enter teaching. The desire to make a difference in the experiences of students in the classroom positive is strong.

  49. Haley S. says:

    I think genuine feedback given to students on their writing is a key component to the development of our students as writers. I remember when I was in school I looked forward to seeing what my teacher was going to write at the top of my page. And wasn’t it so disappointing when all that was written was a simple, “Good job!” That didn’t help me nor did it give me constructive feedback to help my writing. Therefore, I loved the tips given about feedback in this article. I think students pick up on if the teacher really cares and is looking at their work so giving solid feedback is a good way to build connections. I especially like the piece at the very end about having your students evaluate you! We often forget about how much we can learn from our students and they will have great suggestions on how we can improve our teaching of writing.

  50. Patrick K says:

    Hi, my name is Patrick K. Giving student feed back is difficult because some students care about what you have to say and others will just throw it in the trash the first opportunity that they have. Because of this, I like 17 and to give students verbal feedback. That way they cannot ignore it as easily verbally and with 17 everyone loves to be praised so they would be more likely to listen to you when they are being criticized. Another way that I learned is a good way to give students feedback is the good bad good method where we compliment the student on something that they did correct, then give constructive criticism, then another praise for their paper as to what they did right.

  51. Sarah L. says:

    One of the 20 feedback tips that stuck out to me was giving rolling deadlines to your students. I have never experienced this as a student or a preservice teacher, but I think it would be very useful. Having different due dates for your students will give you ample time to read their work and give quality feed back. Students will also like this technique because sometimes they will be given more time to complete an assignment. Of course it would be wise to shuffle through students to make sure every student has a chance to turn it in later than the first due date.

  52. Sarah K says:

    I love these 20 tips! I feel that as educators we often focus on what students are getting from the curriculum and we tend to overlook what students are getting from us. I especially agree that feedback should be used to educate students and help them grow in their writing. I find that, personally, the majority of feedback that I get from teachers/professors goes no deeper than “good” or “great example”. I think that if students are taking so much time to write these papers, we owe them good, solid feedback that will help them learn and grow. I also think that it is important to give genuine praise to our students and ensure that the things they are doing well are given just as much attention as the things they need improvement in. Overall, I really enjoyed this article and as a pre-service teacher, I am happy that teachers in the field are still thinking about all of the things that we so often talk about in our education classes.

  53. Kelly T. says:

    I found these 20 tips to be very helpful! Giving effective feedback seems to be a struggle for many teachers but I feel that even implementing a few of these tips will make all of the difference. My personal favorite tip from the list is #7. Students really appreciate one on one conversations with their teachers. In my own experiences, I felt more likely to remember to use that feedback because it was a face to face experience rather than reading writing on a paper I wrote. I think another equally personal favorite is #13. Students will remember the feedback you give them and understand it by writing it down themselves. All of these tips and specifically the ones I have addressed will make students more comfortable writing and will create a safe and encouraging environment.

  54. Bryanna B. says:

    Awesome post! I really like the ideas that are discussed in this blog! One idea that stuck out to me was the idea to give students alternate due dates. I feel that providing students with different due dates not only benefits the students but also the teacher. I feel that when a teacher grades of 20 papers, it is easy for them to slack on their grading near the end. When students hand in their work in “waves” it allows for the teacher to give back quality feedback and for the students to have a fair form of assessment. When thinking about grading versus feedback, I feel that it is important to give students quality feedback. When students are given a grade, sometimes that number or letter is all that sticks with them. When students are given feedback, they are able to rely on the quality comments that the teacher makes, and use these comments to improve on their writing.

    I agree with Morgan M. that it is important for students to know the relationship between giving and receiving feedback. When students are comfortable with this process, they are much more likely to give their peers useful feedback.

  55. Emily K says:

    I found this article to be very informative and made me reflect on my experiences receiving feedback in school. It is important to give students feedback in a timely manner because if we wait too long as teachers, students will no longer care or become overwhelmed with the large amounts of corrections to make. I remember getting papers back with so many little corrections to make that I felt overwhelmed. It also made me feel like I had wasted my time writing a paper that ended up getting ripped apart. This is why I found the idea of focusing on one area of feedback. It allows the teacher to give quality feedback and the student does not feel overwhelmed. Overall I found this article to be full of great ideas I will use in the future!

  56. Gabby G says:

    Dear Laura, I really like the idea you wrote that involves students receiving feedback in a timely manner. It is extremely important that students receive any feedback in a timely manner because then they can actually utilize it in any future writing that they do. If feedback is not given in a timely manner then it is not valuable to the student in the way that it should be. In my personal experience I remember my teacher not giving feedback on different assignments and it made me a little upset that my teachers did not give me the feedback that I needed to improve my writing.

  57. Kaitlyn W says:

    Giving students feedback is crucial in their writing process. Without feedback, students will not be able to better themselves as writers and even readers. In the 9 Rights of Every Writer by Vicki Spandel, she talked about how assessments should be perceptive, compassionate, and useful. These three components go hand in hand with the 20 ways to provide effective feedback. Many of the 20 ways above discuss how important it is to show compassion to students when you are providing them with feedback.

  58. Tessa B. says:

    I really enjoyed this post! I think that providing students with clear, informative feedback is much more beneficial for student’s writing development than just giving them a score at the top of the paper and a few comments. When you provide children with good feedback, they are able to improve their writing skills. However, as this post implies, not all feedback is beneficial feedback. When I was in school and had to give feedback on my peer’s writings, I would usually just tell fix a few spelling of grammar errors and tell them they did a good job. This kind of feedback isn’t beneficial at all to students. I really like the idea of the “feedback sandwich” because it’s not enjoyable having to tell people what they need to improve on. Feedback also needs to be specific, students shouldn’t have to decipher what their students is trying to tell them, it should be very clear.

  59. Sarah B says:

    Thank you for the great article. I feel that these suggestions are very helpful, because they all cater towards the development of student skills, and really putting the student first. Constructive assessments and feedback can be difficult to master in the classroom, but despite the challenges, what I believe is most important is to provide students with new skills to work on. Effective feedback should encourage students that they all already have personal strengths they should be proud of, much like number 17 suggests, and these strengths can then be built upon.

    • Gina M. says:

      Sarah, I agree with you because giving feedback is more difficult than it seems. Writing is a gradual process that takes many years to master. It is essential to provide students skills to work on, especially after they hand in a writing piece. Teachers should help their students by giving them positive feedback and encouraging them to continue working hard!

  60. Gina M. says:

    This is a great article! Number nine is helpful advice because it can be overwhelming for teachers to give feedback on multiple skills. It is also overwhelming for students to receive an amble amount of constructive criticism. It would be more effective to work on two or three skills, so the student can grow as a writer. I like number 15 as well. Not only should teachers return work in the beginning of class, but teachers should have more than a grade written on the paper. Feedback must be written down, or else the student will not learn what he or she needs to improve on. Number 17 is also very important. Students need to acknowledged when they work hard, and this can be a motivator for some students. Teachers focus on a student’s weakness most of the time instead of focusing on a strength. Students need to hear more appreciation for their work.

  61. Sheri L. Hampton says:

    Thank you for these tips. #16 Use Post-It notes I liked the most! So true! I have an experience of using this tip for essay writing. Sometimes I was just ordering some essay from and then was reading it and trying to write something familiar on my own, kind of rewriting, because when I was just reading some materials and then was trying to write what I understood, it didn’t help.

  62. NIIM says:

    What a great post. I accept your input around the need to be sure in the assessment are valid. I likewise favored which you pulled in an individual involvement with giving that I, and I’m numerous others, can identify with. I think you have a legitimate point. input need to consideration on capacity. In the event that a researcher is torn separated and given minimal incredible remarks they will loosen inspiration and the relaxation to expressly state this is so basic to their satisfaction. On the off chance that a researcher is told they have positive abilities they might probably grasp the ones radiant components in their composition and utilize them to their pick up. concentrating on top notch matters additionally supports inspiration. it’s miles vital to in any case give understudies things to take a shot at however this can be finished in a way that casings capacities. I expect your element around giving very much coordinated remarks is moreover vital. On the off chance that an over the top measure of time goes amongst composing and surveying a lump of work, one and all misfortunes side interest in what the piece was notwithstanding with respect to.

  63. Jen says:

    Today “formative Assessment” is part of education policy in most of the countries, including India where I reside. The concept is based on ” giving” and “taking” feedback. To that end the article is well researched on one part ” how to give feedback”. The process is part of continuous and comprehensive evaluation.

  64. Madison says:

    thanks for nice sharing 🙂

  65. My friend recommended this blog and he was totally right keep up the good work

  66. Truly, I concur with the folks. The article is extremely useful and merits consideration. Maybe I’ll take the thought to compose a contextual analysis at the University. Much obliged to you to such an extent.

  67. Tiffany Kart says:

    Thank you for these tips. #16 Use Post-It notes I liked the most! So true! I have an experience of using this tip for essay writing

  68. Mark says:

    Thanx for the article these tips are very useful to us.

  69. kannadamasti says:

    Thanks for sharing with us. This is a great article! Number nine is helpful advice

  70. Parul Sharma says:

    Offering input to starting instructors is a troublesome errand, without a doubt. Expectation that a portion of the tips included will help you with your students.

  71. Saanvi Singh says:

    Its very effective and helpful article. Thank you so much admin. Keep it up

  72. Now a days very difficult to control students. Every students expecting freedom from parents as well as teachers. So we need to adopt the students mentality first. Thank you!

  73. Kim says:

    Thank you for drawing attention to this sensitive topic! I recently had a humiliating experience as a college student in a teacher education class. We did a group role-playing presentation, and the professor said the way I interacted with the pretend child was “negative.” I felt humiliated and have anxiety at the thought of going back to class. I feel her assessment was the one done in a negative tone by saying my tone sounded “negative” immediately follows the presentation while I was standing in front of the class. I was role-playing a oral vocabulary lesson with an pretend ELL child, it had nothing to do with dealing with problem behaviors, so “my tone” being “negative” (her words) seems a rather negative, harsh thing to say about my performance of asking the child vocab questions. If she thought I could have said something differently, she could have not turned it into a negative and instead gave a suggestion of how it could be said. Classifying my interaction as negative is serious to me, because after working in classrooms the last 10 years, making a child feel shame or having a negative tone is something I’m highly against! I’m a very conscientious person to the point I’ve had problems with social anxiety. I used to have severe panic attacks during presentations, and this has brought up old problems I thought I moved past. The way we give feedback is important so that we don’t do damage. I wish it was a topic that was covered in-depth in classes, but we’ve only covered how to manage behaviors through feedback, not how to give feedback on academic performance. I’m close to finished with the degree, so not sure if it’ll be covered.

  74. I really learned many things from your website and it’s helped me to improve and grow my knowledge.

  75. robin max says:

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  76. Jems says:

    Nice post, As teachers, it is essential that make the process of providing feedback a positive, or at least a neutral, learning experience for the student. I agree with you on using the feedback sandwich. It seems like a great idea to encourage students, give them an area to improve and then say another strength. There are so many great ideas to give feedback!

  77. I agree with you on using the feedback sandwich. It seems like a great idea to encourage students, give them an area to improve and then say another strength. There are so many great ideas to give feedback! As teachers, it is essential that make the process of providing feedback a positive, or at least a neutral, learning experience for the student.

  78. Priya Sharma says:

    What an amazing post! , giving or taking feedbacks are very important, Thanks for the information.

  79. survey app says:

    This is indeed an article worth sharing, feedback is a never ending loop that lets you improve. Survey apps are taking wise role in gathering feedback using offline mobile forms.

  80. Chandana S Mohan says:

    The information is really good. Thank you for this excellent ideas.

  81. naa songs says:

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  82. Sawsan Chahine says:

    Thank you for this informative and helpful post about feedback. Enjoyed reading it. looking forward to read more from you.

  83. Jessica Lacy says:

    Very nice and useful . Thanks for sharing with us. i like it !….

  84. James Rock says:

    Very nice and useful information shared by you. It will surely help the teacher to increase the performance of the Student

  85. Thanks for sharing this amazing information with us.It will surely help.

  86. Very nice and useful information shared by you. It will surely help the teacher to increase the performance of the Student

  87. GK Questions says:

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  88. Very useful, helpful, and valuable information was shared.

  89. A nice and informative article. This will surely help teachers to improve the performance of students.

  90. Muskaan Garg says:

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  91. Bhawna Verma says:

    Very useful and helpful article. Thanks for sharing

  92. I appreciated perusing this and will send it as a connection to my students before the begin of my next instructional class. It will help me, I am sure. Your last point is something that everything instructors need to be urged to do. At the point when understudies are given the chance to give criticism to educators, they are by and large attentive and methodology the undertaking with development.

  93. Lauren says:

    Good article,I appreciated perusing this and will send it as a connection to my students before the begin of my next instructional class. It will help me, I am sure.Your last point is something that everything instructors need to be urged to do.
    thank you for sharing

  94. Esther Phiri says:

    Thanks, Laura for sharing this on how educators should give feedback. An educator plays a vital role in a learner’s life. A student can just shut down if the feedback given is negative.
    This article reminds me of a leader who gave a negative feedback to his staff on the presentation they gave. It just embarrassed them so much that they were not willing to volunteer for any presentation at all. I felt the feedback wasn’t constructive and did not even provide any room for growth.

  95. lenny face says:

    Thanks for sharing this amazing & informative article.

  96. Divya singh says:

    Such a very good post .this will be very useful to me in many ways. I wish you to keep doing a great job.thanks for giving such a motivational blog post.

  97. Dhruba says:

    I really want to thank you for such a useful article. I am sure it will help many faculties like me.

  98. Amanda says:

    I think that the key is to give feedback in a positive way. And with full respect. Thanks for a very useful and helpful article.

  99. navdeep says:

    Some truly awful advice here. Praise them loudly and largely! Public praise changes lives. And so the whispering- an open classroom, where all mistakes are on the table to help others learn, is one where there is no failure. All educational studies should be written by teachers, full time and still in the job.

  100. Buland News says:

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  106. Thanks for sharing this with us. It’s really helpful.

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  113. Awesome article. Thanks for sharing with us.

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  115. MassTamilan says:

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    Hope It helps me in many ways.

  116. Arvind kumar says:

    thanks for sharing this wonderful content hope to see this soon again.

  117. Apkproz says:

    Nice article, thanks for the great tips , as a student I am happy for this.

  118. Anu Anoop says:

    Great Stuff,
    love your writing skills
    Thanks for sharing!

  119. Jeff Whyte says:


    I really enjoyed your post! I think that providing students with clear feedback is essential to their writing development. Although, as this post implies, not all feedback is beneficial. It is important to give students feedback in a timely manner because if we wait too long as teachers, students will no longer care or become overwhelmed with the large amounts of corrections to make. It allows the teacher to give quality feedback and the student does not feel overwhelmed.


  120. Simran says:

    Such a good post and very useful in many ways.

  121. Nihal Singh says:

    Giving feedback is one of the best methods for the students because feedback is used to correct the mistakes to the people. Thanks for sharing the article.

  122. Delvin Hosey says:

    Giving feedback to the students in a positive way, helps their confidence.

  123. Symbaloo says:

    Hmm. That is an interesting way to go about things and I can see how it makes sense. Those dinners are freaking expensive.

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  126. Alison Kahn says:

    First of all, i really enjoyed this post, thanks for the great info!
    Just one thing…how do i create this amazing rich answer structure for my KW?
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  127. suman devi says:

    great information its very nice and help full

  128. news24 hindi says:

    First of all, i actually enjoyed this post, thanks for the nice data.I really enjoyed your post! i feel that providing students with clear feedback is important to their writing development.

  129. We enjoyed your post very wonderful blog thank you, Sir, for sharing me your site

  130. White Hill says:

    Great Article. Thanks for sharing this with us.

  131. Amazing write up, never read such an informative blog and enjoyed it. Thankyou. Keep up the good work. Looking forward to read more.

  132. Great to share this information thanks.

  133. It is just awesome article. I enjoyed when i was reading. Keep the write same articles

  134. Great knowledge gain from this. Thanx for sharing.

  135. Ravi Kumar says:

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  136. Avesh says:

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  137. Nitin says:

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  138. Great Article. very informative. Thanks for sharing valuable information. Keep Posting.

  139. Sb Simkhada says:

    Such a Great post and Information..very useful in many ways thanks for sharing.

  140. Home Lifts says:

    Great Post. Very Informative.

  141. Mark says:

    Great information. Please keep us updating with the latest information.

  142. Akansha Jain says:

    yes feedback is very important in maintaining education standards. Useful tips

  143. I am a student. Thanks for sharing these tips.

  144. Rajan Gupta says:

    Thank you for such a great article. Found very Informative.

  145. Great tips Laura, These tips can really help the professors and teachers. Giving feedback to students can help them in improving their learning and work.

  146. ashish says:

    very nice information and also helpful for everyone. Thank you

  147. Akshay says:

    I remember my childhood days when I was in school and was very afraid of public speaking, but slowly with the positive feedback I received from my teachers, parents, and friends, I was able to overcome this fear and now I am a good orator. I think school days are the formative days when you learn about different skills and gain confidence in personality traits. Feedback works like a catalyst that lays the foundation stage of any children. A big thumbs up to for this article.

  148. Priyanka says:

    Thank You for the helpful tips, Really important for the me.

  149. Mike says:

    Thank you! that helped.

  150. Well, I must say, the article is very well written. I wish each and every teacher out there should follow this way of effective feedback.

  151. Preeti says:

    Feedbacks play a major role in student’s life. Because student life is a formative stage when you learn new things and also ins and outs of them. So it is pertinent to give feedback cautiously keeping in mind all pros and cons that might influence the student personality.

  152. N.M.P.L. says:

    My mom always told me that no matter what university you attend, it’s much more important how you actually study. I ended up getting my bachelor’s degree at the University of Richmond when my dream uni was Stanford. Of course back then I thought that my life is over and I’ll never be able to be successful. How stupid I was.. While studying for my bachelor’s, I did four internships and got on Dean’s List. I’ll never forget the day when I had to compete for a workplace with a graduate from my dream uni and, believe me or not, they chose me over that guy who had nothing but a diploma from a top-ranked university. So kids, never give up if you didn’t get into the university of your dreams. Work hard and you’ll find your place in life!

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