I will discuss the different types of feedback used in the teaching environment looking at both the teacher and observer perspective.
At Newham College feedback on my teaching was an important key factor in helping me highlighting areas for improvement and good examples of practice. At work the main highlights of my teaching are good because moderators usually find my lessons interactive, and inclusive of learners’ styles with differentiated activities and extensions. While working I would be observed, and given both verbal and written feedback with recommendations for improvements and further training needed. This feedback would be sent to management.
In the class last week and this week, I was given the opportunity to observe teachers in practise and give them feedback on their methods of teaching. I had to provide teachers with both verbal and written feedback. The written feedback was given using a form; I had to ensure that I was giving concise and relevant feedback with comments on ways teachers could improve their own practice. Feedbacks I gave were constructive and was directly concerned with the methods of teaching and learning and not the individual. The overall feedback I gave to all teachers had to include my observation on all methods used.
My methods of giving feedback (both written and verbal) were topic specific, direct to point giving the necessary information to the person observed. Whenever I found points to improve on, I was not sarcastic but rather highlighting ways to improve with possible solution.
“Giving and getting feedback are essential to the whole process of reviewing learning. It’s a two-way process. Employers and providers give learners feedback on their performance and learning. Learners reflect on their experience of learning and give feedback in their turn”. While delivering teaching on the 6th October 2011, I did obtain both written and verbal feedback to students. The written form of feedback on the lesson was an innovative way of assessing the student learning and also assessing if they were happy the method of delivery and the content of the lesson.
“The process of learning, with all that it entails, can then proceed to help you master the new understanding, knowledge or task. You then reach a stage where you know something new or know how to do something new and can competently perform, so long as circumstances remain constant” (RCN 2006:2). As a teacher the process of learning is never ending and obtaining feedback from both learners and Internal Verifiers helps developing and learning methods of teaching, which are constantly evolving in the digital age. To conclude obtaining feedback is a good method of evaluation and it is key in helping teacher getting better in their practice, and developing their PDP. The feedback helps in finding key issues with the methods of delivery as well as examples of good practice.
- 2006, “Giving feedback constructively as a reviewer or an appraiser”, (source: http://www.rcn.org.uk/__data/assets/pdf_file/0007/159532/Giving_feedback_constructively_as_a_reviewer_or_an_appraiser.pdf)
- 2003,Giving and getting feedback from learner, The Learning Skills Council, (source: http://readingroom.lsc.gov.uk/lsc/National/nat-nesfeedback-pu.pdf)
- L. Le Versha, G. Nicholls, 2003, “Teaching at Post-16”, Kogan Page Limited