In my last post, I began a summary of Tell Me So I Can Hear You, by Drago-Severson and Blum-DeStefano. In this post, I want to continue the summary by focusing on constructive feedback and bridging feedback into action. Action is where the impact of change is felt, and where we can develop more equitable schools and teaching practices.
In order to provide constructive feedback, first consider “who” you are talking with. Hold their heart and mind, and the way they make meaning, in the forefront of your planning, listening to understand, and questioning/prompting. Below find some tips for the different ways of knowing:
- Instrumental: give concrete suggestions, models, and examples in order to examine what went right and what can be improved
- Socializing: start by offering appreciation and validation on effort and progress
- Self-authoring: begin by recognizing competence/expertise and offer opportunities to discuss their ideas and goals
- Self-transforming: create opportunities to reflect together on practice, explore alternatives and systems
Next, consider the “what” and “why” of feedback. Your colleague should know the purpose of your feedback, before and during the conversation. Is the intention to improve a skill, explore an inquiry, to solve a problem, and/or part of the continuous improvement in your school? The feedback may be constructive and/or inquiry, depending on the purpose and your colleague’s goals/needs.
Constructive feedback is provided because no one can see themself entirely. Data, observation, self-reflection and conversation can help illuminate a change or improvement. Many of us crave feedback on classroom management, lesson planning, data analysis, best practice, wait time, and personalization strategies. This feedback can be directive and specific or suggestive and exploratory. Some suggestions:
- Instrumental: offer clear, directive feedback with some open-ended comments
- Socializing: give space for them to create their own ideas by asking “What do you think you could do about __?” then you might offer ideas that others have tried
- Self-authoring: offer concise suggestions in conversation that allows for much back-and-forth between the two of you
- Self-transforming: be genuine and transparent, explore solutions together
Inquiry-Oriented feedback helps build capacity and is particularly important for transformational leaders and teachers. Engaging in inquiry is empowering and models the inquiry process we want teachers to use with students. The authors remind us that, “Good feedback is about exploring the questions that really need answers, not about asking questions that will lead a conversation to the place I think I want it to go.”
When considering a physical location in which to give feedback, find a space that is preferred by and comfortable for your colleague. A private space is best for maintaining relationship and trust, and going into a deep conversation.
Feedback strategies suggested in Tell Me So I Can Hear You include:
- Prepare carefully: plan you words, gestures, pace, and questions (some people prefer to practice their conversation with a trusted colleague or coach)
- Ask permission to give feedback
- Be transparent about the kind of feedback and your role in this instance (coach, leader, colleague, etc.)
- Check in on how the colleague is feeling, what they are hoping for
- Listen with empathy, to understand. Authentic, genuine listening is key!
- Give and get energy: celebrating progress and strengths provides energy
- Check out by asking how the conversation felt: Was it clear? Do they have more to add? What’s their next step and how can you help?
In order to bridge feedback into action, be sure to follow up with the colleague. Connect on a personal level then ask how the action steps are going. Offer further assistance (modeling, providing resources, dividing the action into smaller concrete steps, observing and offering objective data, co-teaching, co-planning, reflecting together, connecting with colleagues who are working on similar goals, etc.). Depending on the person, this may look different and more explanation is given in the book including Table 9.1: “Strategies for action planning, by way of knowing.” Write action steps down and decide when you will check back in with each other.
When given effectively, feedback can be transformational. We have the potential to go so far by collaborating to improve! As Edith Wharton wrote:
“There are two ways of spreading light: to be the candle or the mirror that reflects it.”
Resources:
Tell Me So I Can Hear You, by Drago-Severson and Blum-DeStefano