The Art of Observation and Feedback 5

Feedback is not the same for every teacher. Observers and trainers should tailor their feedback to teachers based on the teachers' experience and the purpose of the feedback. This article of the series introduces:

- Four styles of post-lesson verbal feedback.

- Their utility.

- Some examples of each.

Directive feedback

This style is most useful for inexperienced teachers in which they are guided by the observer's experience. The observer here is the most in control, and that, however, doesn't mean to bully the teacher but directly guide the teacher to the skill. Some examples could be " I'd personally give students time to prepare before assigning the pair work, I think they would do better this way". Note though it's directive, it is pretty much sensitive and polite. Nevertheless, this approach lacks the opportunity for self-reflection on the part of the teacher, and it implies that there is a right way to teach, which in this case would be the observer's.

Non-directive feedback

As the name implies, it is the opposite of the Directive. The feedback here is not imposed on the teacher, but instead, elicited, and the observer's main role is to brainstorm, prompt and help the teacher figure out solutions. Here is an example: "There isn't the best approach, but if students already know this grammar, what do you think the best approach is?". This example is merely a prompt and no matter what approach the teacher chooses, the observer should not try to project her own. I find this approach most suitable for those experienced practitioners or trainees at the end of the course to prove their awareness of the basic principles of the ELT. This style, nonetheless, can be time-consuming and worrying for teachers who expect a specific and explicit solution from the observer.

Collaborative feedback

The teacher and observer work collaboratively to reach a solution. The observer's role can be prompting or suggesting solutions. After having agreed on an action, the teacher reflects on her teaching and provides feedback on the agreed solution. Note that here both are involved and responsible for future action. This differs from the Non-directive as the observer here can give a suggested solution, and it is usually approved by both the teacher and observer.

Observer: Yes, this task feedback is time-effective. What do you think about answer-key feedback?

Teacher: That's even better! I'll try it out next lesson.

Observer: Good. Let me know how it turns out.

Alternative feedback

This is almost identical to the Collaborative except the teacher takes full responsibility for her action.

Observer: Yes, this task feedback is time-effective. What do you think about answer-key feedback?

Teacher: That's even better! I'll try it out next lesson.

Observer: Good!

This style can show the teacher there are options rather than one correct way. It helps teachers think critically and reflect on their teaching by their own informed decisions. However, some teachers may lack the experience needed to make such decisions.

In conclusion, it is necessary to bear in mind the teacher's experience and target teaching purpose before choosing a feedback style. Feedback varies with the degree of contribution from both the observer and the observee and so do their roles. Sometimes, the observer can simply listen to the teacher, usually experienced teachers, so that they get a chance to speak their minds. Speaking and writing are significantly crucial to articulate one's thought and manifest it into something tangible which can be acted upon. We never know what we think, believe, or feel until we speak or write about it, and that is why teacher development courses promote hot-reflection (immediate reflection).