Feedback is a form of communication that involves providing someone with input on how their behavior is perceived and interpreted from one’s own perspective. Especially, educators should be able to handle feedback both theoretically and, above all, practically, in order to serve as appropriate role models. Effective feedback promotes the cooperation of all parties involved and is crucial for personal development.
Tips for Providing Constructive Feedback
For good appraisal, it is crucial to provide constructive input it should be given as promptly as possible during the learning process. If the educator is emotionally affected, it is better to take a deep breath and compose oneself before starting with the feedback. The following sequence has proven to be effective:
1. Description
The feedback should be constructive, non-judgmental, or hurtful, but rather specific, factual, and helpful. It should begin with a description of the perceived situation.
2. Evaluation
After a factual description, evaluating the situation will be easier. Here, the educator should use ‘I-communication’.
3. Consequences
If consequences need to be formulated, this should be done at the end of the feedback. These consequences should be coordinated and understandable. Under no circumstances should the recipient feel unfairly treated.
Adapting Feedback Different Learning Styles
In order for feedback to be beneficial, the willingness of the conversation partner to accept it is necessary. Target group-specific communication significantly increases this willingness.
In particular, educators who work with their group for an extended period have the opportunity to tailor feedback to the learners’ individual learning styles.
Progress-Oriented Learning Style
This learning style affirms direct, regular, and timely response with the aim of improving one’s own qualities.
Practice-Oriented Learning Style
While Practice-oriented learners accept critique from people they know and respect personally. They react to excessive criticism with rejection.
Group-Oriented Learning Style
Therefore learns this learning style with head and heart. Furthermore , it wants feedback to relate specifically to situations. Emotional and personal exchange is important to them.
Interactive Learning Style
For this learning style, very open and trusting cooperation with the educator is ideal. It is particularly important that successes are also addressed and appreciated.
Combining Learning Style
Learners with a combining learning style like to adhere to a predefined learning program and wish for specific rewards aimed at promoting personal growth.
Experience-Oriented Learning Style
These learners accept feedback from an experienced and trustworthy person and they want an educator who acts like an authority figure. Communication should primarily take place between the educator and the individual learners.
Analytical Learning Style
People with an analytical learning style appreciate it when the educator critically assesses their learning achievements in a one-on-one conversation while also being open to dialogue and discussing content.
Reflective Learning Style
This learning style only accepts analysis from competent individuals, but when it does, feedback is very much desired and must be specific. The reflective learning style learns best through lectures and feedback on its performance.
Nevertheless Feedback can also be motivating for the educator, especially when continuous feedback leads to learning progress. Ultimately, this is also reflected in the feedback from learners about teaching methods. A feedback form can be helpful here.
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