August 20, 2024 • 41 mins
In today’s video, we dive into the essential strategies for creating a classroom environment where feedback is not only welcomed but celebrated. With these classroom feedback strategies, learn how to foster a culture of open communication, constructive critique, and continuous improvement among students and educators alike. Educational feedback is abundant, but getting students to use it may take some creativity.
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Visit the site - https://bit.ly/3PIdQEh
Help us spread the message that Teachers Are Leaders - https://bit.ly/3ry8nGQ
Visit our Amazon Store Front and Shop Curated products - https://t.ly/ugE0Q
Ladder of Feedback Graphic Organizer - https://t.ly/8Zu3J
#ClassroomCulture #EducationalFeedback #TeachingStrategies #GrowthMindset #TeacherTips
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Feedback gives students the opportunity to try again with better information.
Feedback is gold, and I know that you know that. However,
we do run into issues because feedback is not scarce.
Feedback is all around us, and think of it. It's
(00:22):
human nature. If there is something that is that we
have an abundance of that, that's all around us. We
tend to take that for granted. Feedback is not scarce.
But what is sometimes scarce for us as teachers is
the student's willingness to identify that opportunity and take appropriate
(00:48):
action based on the feedback that was given. That's what
is sometimes scarce, and that leads us. That leads teachers
to often ask that that question that many teachers ask,
how do I effectively teach the unmotivated student? How do
(01:08):
I motivate this student? Feedback is all around us, and
we take it for granted. Adults do as well. Let
me give you a couple Let me give you some
stats here. Half of new gym memberships they end within
the first six months. Half of new gym memberships they
(01:31):
end in the first six months. Now, ultimately you can
imagine as we marry that statistic with this next statistic,
which is most gym memberships begin in January. Makes sense, right,
People realize I need to I need to get some
stuff in order. I need to I need to do better.
(01:54):
I'm gonna do better. I'm gonna make it happen. So
people are there, they're taking in this feedback. Got to
get in shape. I'm winded just climbing, just one simple
flight of steps and I'm out of breath. So that's
the feedback. They take in that feedback, then they take action.
But just six months later, just imagine this. Imagine this
(02:16):
as as you go from January to June, you see
high attendance. I'm going I'm going to the gym three
times a week. Then we get around February maybe ooh,
I missed that one out, so I'm down to maybe
two two times a week. Then March hits now we're
(02:37):
regularly going one to two times a week. Then we
get to April. Oh, I don't know, I don't know.
Maybe it's one, maybe it's you know, once every other
week or something like that, and then by June half
of those people have fallen off. Now, remember the feedback
(02:58):
was the same, and feedback is and always will be
the opportunity to try again with better information. We've got
better information. This information sets us up for success. But
those statistics remain true. People respond to that feedback in
(03:21):
such a way whereas half of them decide, ah, you
know what, I'm done with this. This is not this
is not worth it to me to change my habits
and continue to pursue. Here's another one for you. According
to a twenty eighteen study, nearly half of COPD patients
(03:42):
continue to smoke after being diagnosed. So these people, they
have received the information that hey, you know why it's
hard for you to breathe. You've got some you've got
some bad stuff going on with your lungs. You need
to stop smoking. That's the feedback, and that's simple, ladies
(04:04):
and gentlemen. They can get that feedback anywhere. That feedback
is all around them. You need to stop smoking. You
need to stop smoking, you need to take better care
of yourself. But half half of those patients they've identified
that feedback, but they have not taken the appropriate actions
(04:28):
based on the feedback given. Does that sound familiar, ladies
and gentlemen, Yeah, it should sound familiar, because if you're
I mean, for every teacher, for every teacher. That sounds familiar.
If you've been in the classroom for any amount of
time you have been you've been confused, you've been frustrated
(04:49):
by students who just seemingly like they're not valuing like
you can diagnose what the issue is. You can help
them turn things around if they would just listen to
you and take action based on the advice that you're given.
(05:09):
Feedback is all around us. Feedback is not scarce everyone.
And that's why, ladies and gentlemen, this is This is
the podcast for teachers who want to gain more leadership
skills so that they can ultimately influence students to make
(05:31):
the right decision. But ultimately, ladies and gentlemen, the students,
they have to take some action. They have to take
some action. So I'm your host, Marvin Bird. We here
believe that teachers are leaders and our purpose is to
equip you with the leadership skills that you need to
(05:53):
lead your students to success and beyond. Now, when I
was in the classroom, whenever I heard students say this,
it would it would just really worry me. When I
heard students say I need to get my grades up. Ooh,
that was that was a cause for concern with me,
(06:15):
and I'm going to tell you why, because it sounds nice,
doesn't it. A student is identifying, I need to get
my grades up. Oh what that history experience? What that
taught me was that the student is placing more emphasis
on what the grade looked like than on valuing what
(06:38):
can be gained by earning the grade. Once again, the value,
the importance was what the grade looked like as opposed
to understanding the work that was going to have to
be put in and the learning that would take place
(07:00):
through earning the grade. So the student that they had
a misunderstanding of the of the input that it would
take in order to get the desired output. And I
often I would see students who would say that they
would after time passed, they would be frustrated. They would
(07:23):
be frustrated because it was easy to say I got
to get my grades up, I want better grades, but
with with a misunderstanding of what is what it was
going to take in order to make that happen, that
would cause frustration, and that would lead them to say, oh,
(07:44):
it doesn't take all that, Oh that's that's you're just
doing too much. I don't I don't need to do
all that. That was the frustration that was and it
was very it was very sad to watch because I
could identify that cycle. And oftentimes I would tell students
when they told me I need to get my grades up,
I would say, here's what has happened to students in
(08:07):
the past who had that attitude. Perhaps let me enlighten you,
let me let me guide you in a different way
of thinking. And again, feedback, feedback is all around us,
ladies and gentlemen. What we need to do is we
need to find a way because the new school year
(08:29):
is coming. Tomorrow is coming. Students, they're they're coming, They're
they're going to enter into our classroom and they're going
to present us with these challenges. And as teachers, as leaders,
it's our job, it's our job to find ways to
address this. So today we're talking about feedback. So what
(08:54):
I want to do is I want to share with
you and I'm gonna I'm gonna link this. I'm gonna
link this into the the description section. But this is
a wonderful, wonderful article. So the title of this article
is using synchronous formative feedback to facilitate student growth, and
it's written by Lisa Martin. We're not going to get
into the weeds of formative feedback. But what we're going
(09:17):
to do is we're going to highlight something that she
wrote in her conclusion as she was discussing the challenges here.
And I think that this is very, very important, and
this drives a point home that I made earlier. She says.
Student motivation and agency play a significant role in how
(09:39):
feedback is received and applied. Consequently, even when feedback is
well crafted, there is no guarantee students will grow or
develop in the desired manner. According to author Susan Brookhart
and the end, what matters is what the student does.
(10:00):
Feedback is deeply connected to emotion, self worth, and identity,
and therefore student motivation plays a notable role in feedback utility.
Students have to do something with the feedback. Students must
(10:22):
actively engage with and apply prescriptive action to effect change. Yes, yes, yes,
students can also realize change through increased effort. It's important
(10:42):
or focus. However, students might also choose to reject or
modify feedback. Now, again, it's one thing to give the feedback,
It's an entirely different question as to whether or not
(11:05):
the feedback is the feedback is processed and applied correctly,
and that is our job. Ladies and gentlemen. We have
got to we gotta try. We gotta try. We can't
make students do anything, but it's our job to try
(11:29):
to find ways and that's why you're here. So today,
what I'm going to do is I'm gonna share with
you three ways to three ways to create an environment
that embraces feedback. Once again, i want to share with
you three ways to encourage students to embrace feedback and
(11:52):
take action. That's what we're gonna do. That's the goal here.
I'm gonna share with you three tips. The first thing
I want to share with you is the ladder of feedback.
Ladies and gentlemen, you have to have some kind of
a formula when it comes to sharing your feedback. Why
(12:14):
do we do this? We do this because it's first
of all, it's good to have consistency. And if you
have a framework that you're using to share your feedback,
it becomes it becomes second nature because it's a habit
(12:35):
that you have. And even if it can be a
formal sit down with the student, or it can be
just on the fly, you can go through these steps
and give the student this information and put it together
in this nice package. What it does is it leaves
(12:55):
them feeling good and the consistency when students realize, oh,
this is the same for everybody else. What that does
is it disarms. It disarms the student when they if
they have any ideas that you're showing favoritism to students
(13:19):
who perhaps they consistently perform well, okay, once they take
a look around and they see, oh hmm, you're doing
you're doing the same thing with that student that you
do with me. That's the same way they get feedback.
That's the same way I get feedback. So the expectations
that you have with that student who performs well, it
(13:40):
must be the same expectations that you have for me.
So that's why you want to have a formula. And
then also when you have a formula, when you have
a template in your mind for when you give feedback,
what it does is it helps you to It helps
(14:00):
you to not say the wrong thing. It helps you
to not step in step in traps, so so that
if the student gets defensive, they'll they'll still hold on
to that one thing that you may have misspoke or
maybe it didn't come out the right way. And now
they don't want to hear your feedback. They don't want
(14:20):
to apply your feedback. They're trying to understand, well, what
do you mean by this? So I suggest having a
formula ready when when you give your feedback. So let's
look at this one. This is the This is called
the feedback ladder. You're climbing the ladder. That's why it
begins at the bottom. Now, this infographic I will also
(14:44):
make available to you as well in the description section
for download. Now. Step one, what we're gonna do is
we're gonna clarify. We're just we're gonna ask questions. We
want to we want to understand, Hey, how do you
how do you feel about about your performance? Again, just
getting the student, getting a student talking all right. Step two,
(15:07):
This is important. This is important because sometimes sometimes feedback
doesn't you know, it doesn't feel good. Sometimes it's uncomfortable.
So when you when you and when you do this
by disarming them by saying, hey, you know, I appreciate
(15:28):
you like I love having you in my class. This
is this is a joy I really really really do.
And so you just be specific about some of the
positives that you observe, show them that you see them
as individuals. Next up, now we're getting into hey, there's
some things that we need to work on, so use
use use prompts such as, hey, I noticed that, or
(15:51):
can you tell me about or what do you think about?
So we're having a conversation. We're having a conversation. We're
getting the student and talking and hopefully what we're our
goal here is we're trying to get the student to
see what we're seeing. We're trying to get the student
to see the things that that that we see that
(16:13):
need to be addressed. And if you do this right
that this is another reason why why we have this formula,
because now we've got we've got buy in, we've got collaboration,
we're working together on this thing. And then next up
is suggest you are you are the expert, you've been
(16:35):
you've been doing this, you know the history of students
in your classroom and if they do this, then this
tends to happen. So now you can you're you can
offer suggestions based on the things that you've been sharing previously.
And then last but not least, you want to say thanks,
(16:56):
you want to say, hey, thank you, thank you for
the time, thank you for the time that that that
you've given to have this conversation. And then you need
to let them know, hey, I want you to succeed.
I know you can do this. I believe in you.
So you just in on that high note. And there
you have it. That is a nice formula for giving
(17:19):
feedback to students. And you know what that does, ladies
and gentlemen, when you when you have that, when you
have that nice formula or template in your mind, is
that that gives them. It leaves them feeling good because
remember you you value them. And then at the end
(17:40):
you thank them. So ideally, hopefully what you've done is
you've taken down their defenses and you've given them a
reason to want to engage, to want to take action
based on the feedback that you've given. All right, So
(18:00):
that's number one. You've got to have a template for
giving feedback. And I submitted that to you, and again
that will be that will be available in the description section. Now,
before I get to number two, what I want to
submit to you is this, ladies and gentlemen, This upcoming
school year will be the first school year since two
(18:22):
thousand and six, two thousand and seven, that I will.
I will not have signed a contract. That's right, ladies
and gentlemen. I resigned my position as assistant Princeville as
a local high school here in Saint Louis, Missouri, primarily
because I wanted to invest more time in my family.
I was missing so much with the long days, late nights,
(18:46):
supervision and all those kinds of things. So I wanted
to invest more time in my family. And I'm doing
that and I'm loving that. But also I want to
invest more time in you. I want to be available
to re search, give you best practices here, help you
by giving you the skills that you need to lead
(19:07):
your students to success. So to that end, ladies and gentlemen,
what I would ask whenever, whenever you shop at Amazon,
if you use the link in the description section, If
you use that link, you have the rights to purchase
anything you want at the same price. But whenever you
(19:28):
use that link, whatever you buy, whatever you purchase, you
send a commission. You send a commission my way, and
if you were to, if you were to consider doing that,
I would greatly appreciate that. And then also in the
description section, I have started a storefront where I review
(19:49):
certain products and I submit them to you for purchase.
If I'm gonna link to that, if you were to
buy anything from there, and I'm curating a lot of
products that I think would be great for tea teachers.
So if you were to purchase anything from that storefront, again,
same thing, the same price that everyone else in the
world pays, but you would send a commission this way.
(20:11):
And if you were to do that, I would greatly
greatly appreciate you for that, and I promise in return
that I'll be here more often giving you the very
very best that I got. So thank you so much
for to those of you who are already doing that,
I see you. I appreciate you. And to those of
you who are considering, I appreciate you as well. Thank
you so much. Now back to this, So I shifted
(20:38):
during my last three years in the classroom, I shifted.
I had to shift some things. Number One, I flipped
my classroom. I flipped my classroom and that was I
was great because we got an opportunity to have more
in depth conversations about the content in the class as
(21:00):
opposed to them just watching me and taking notes. As
I was telling stories that I was so very interested in.
I was. I was a social studies teacher, US history primarily,
so I did for years. I did the notes. You
guys take notes, take the notes, take the notes. But
there was I discovered another way I did. I discovered
(21:21):
another way during my last three years of teaching. Additionally,
I decided, I realized that we were going to have
to do some different things with our kids. So we
went to a love and Logic session on parenting. And
I discovered also that love and logic could be used
in the classroom. And one of the things that I
(21:42):
really liked was, and this is the second thing to
help students embrace feedback and take action was students who
dot dot dot students who Now I kind of tease
this a little bit earlier, but it's it's simply this.
(22:06):
I got tired of having There was a in my
grade book. I think we used cysts at the time,
and whenever you put a zero in the gray book,
this is yellow box. And I got tired of opening
up my gray book and just seeing all these yellows
here and there and everywhere, like students they weren't doing
the homework. Now, I know, you know, those of you
(22:29):
out there, you probably don't have that problem, so it
probably was just me. But no, seriously, I know, you
know students, students not doing their homework. I know that
that is. You know, there's just so many things that
compete for the time once they leave the classroom. But
I do want to say, if you have, if you
have an idea to help to offer the community, an
(22:55):
idea that's worked to encourage students to do their homework,
I want you're please shared in the common section. Please
do that, Please help this community out, enlighten the community.
If there's a strategy that you use to increase student
homework completion, please share that with a group. Thank you
so much for that. So what I decided to do
(23:16):
was because remember I had flipped my classroom, and the
time that we spent in class was for workshop, it
was for workshopping, it was for discussion. But the assignments
that I gave for homework, they were given. What I
did was I gave them all up front and I
(23:38):
allowed the students to work at their own pace. But
then what I decided to do was, okay, instead of
these ten assignments for this unit, instead of requiring all
of them to be completed. I'm only going to require
three of them completed, and if you don't do the
other seven, that's not going to cat against you. I
(24:00):
will give them to you, but that's not gonna count
against you if you don't do them now. Also, in
addition to that, they were outlining the chapter of the book,
so in in some cases they didn't need to do
those seven assignments. So I changed, I changed my thinking.
But for those students who I knew were gonna need
(24:22):
a little extra they're gonna need a little bit extra
time in the content. I knew, Man, Nah, you need
to do all of these assignments. Now, maybe this student
over here doesn't need to do all the assignments, maybe
they can get by with just three. But you over here,
you need to do all those assignments. It would I know,
and I know you. I know that it's best for you.
(24:45):
You need to do all those assignments. So students are different.
So the way I talk to those students who needed
to do all of those assignments but they didn't want to,
I got it like like they're their eyes lit up
when I told them, Okay, here's these assignments, but you
don't have to do them. Their eyes just lit up
(25:07):
there like what they're like, Oh this is Christmas, Oh
this is this is awesome. So it's not gonna affect
my grade, I'll say no more. So here's how I
talk to those students. And again second tip students who
here's what I would say. You know, I've been teaching
(25:28):
this class for a while, and students who do these assignments,
they tend to score better on the test. That's it.
That's it. So what's the purpose of that. The purpose
of that is to get them thinking about the feedback
when they get it. You want to you want to
(25:52):
engage their brain, like think of think of a TikTok.
Think of a TikTok. And I'm still trying to. I'm
still trying to. I'm still trying to learn TikTok. My
wife is very critical of my TikTok videos, basically in
a loving way. She's telling me. She's telling me that
(26:14):
my tiktoks are boring, and like there's like she really
her finger really wants to just keep moving once she
starts my TikTok. So I'm trying to, I'm trying to
get better at that. I'm trying to get better that.
But I want you, I want you to think about TikTok.
When you're giving your students feedback, you've got to find
(26:36):
a way. That's why I like this strategy. This is
from Love and Logic students who hmm, insert that action
and insert the positive result as because they did that action.
You want students thinking about taking that action. That is
(27:02):
the difference. That's the point. We are constantly as teachers,
we're challenged to come up with ways to make our
feedback stick. And I really like this because what it
also does, and Love and Logic likes to do this,
It gives them an opportunity to make a decision. It
(27:23):
empowers them to make a decision. You're not telling them
to do it, you're submitting it to them. But you're
also submitting it to them with with your with your expertise,
what you you've seen, it happened before you know, it
(27:45):
happens before you're the expert. You know that what you're
saying could possibly get them the results that they want.
So that's how you you make them think. You make
them think about what their next step is going to be.
What are you going to do with this information. I'm
telling you, students who do these assignments to the best
(28:09):
of their ability, they tend to score better on the test.
Now the opposite is true. Students who who do not
do these seven assignments, they tend not to do as
well on the test. So now you're proposed to the student,
what side of this do you want to be on?
(28:31):
That's number two. I love that I love it love
and logic, and we're going to be I am excited
about talking more about love and logic and sharing more
love and logic with you. Now here's the next one.
(28:51):
Here's the next one. And this one is is a
little bit it's a little bit deeper, but I like
it a lot. And I think that this I think
that this can I think that this can really add
some value to you, especially for those those students who
say things like and you know, I've never been good
(29:13):
at social studies or I'm not good at I'm not
good at math. Students who come into your class with
that kind of attitude, you need to. I know it's difficult,
but it's important to invest time in them because you
have to change the way that they think. And for
(29:34):
some students. You can do it corporately by the things
that you do in your the culture affect the culture
in your classroom and the environment. But some students they
need more of your time. So number three is you
have to prove that you understand their problem and give
them solutions. Now that the proving that you understand their problem,
(30:00):
that part right there, that's the part that takes a
little bit of time. That's the part. Possibly you're not
gonna achieve that corporately. You may have to work. You
may have to spend a lot of one on one
time with that student to show them that you understand
(30:21):
what's going on. Now, here's the step, Like, obviously you're
gonna have to meet with a student one on one,
and I know I know what you're going to I
know what you're thinking. You're gonna think, how am I
gonna find time to do this? Well, you know there
are times when you know students are working at their desk.
(30:42):
May perhaps that's time if you have a study hall,
time where students are allowed to travel, And I know
you're thinking that too, Like they don't travel on my
class say walk the halls. I know what you're thinking.
I know it. I know it, but that is a possible,
possible time that you can meet with them. And definitely,
ladies and gentlemen, I'm not going to I am not
(31:04):
going to submit that you give up your free time
after school because definitely you want to achieve that work
life balance. So if that's not something that you're you're
interested in doing that, I don't blame you, Okay. So
I would say, try to find time in your class
to meet with students who especially need that one on
(31:28):
one attention because they've been perhaps they've been they just
have that bad attitude, the negative mindset, Perhaps they've been
scarred by previous experiences with your content, and they just
they're just so down on themselves. And so what they
need is they need they need to know, they need
(31:50):
to be fully convinced that you understand what the problem
is before they can even come to a place where
they're open to accepting your solution. Because often these are
the students who say, I've tried everything, I've tried everything,
(32:10):
it just doesn't work. I've studied, I know, I've studied,
and it just didn't work. Just didn't work. Sorry, it
doesn't work for me. So step number one here is
you have to get them answering open ended questions about
their performance. Okay, now here's a few examples. Is there
anything you would like to improve on in my class? Again,
(32:31):
open open ended questions as and you're gonna have to
do some work here, because obviously with that question, if
they say no, then you're okay. How about this? How
about that? Like? What are you seeing here? I noticed
that you're gonna have to You're gonna have to open
them up. How can I help you now that we
have this one on one time? Okay, So you're you're
(32:53):
you're stating that, hey, we're here, I'm here, you're here,
and you know what, sometimes it's it's probably best to
give the student an advanced notice that hey, we're gonna
have this time together. Okay. And then here's another question.
I know you're you're your last test grade was not
what you were used to. Can you tell me? Can
you tell me what happened? So again, we're opening things up,
(33:15):
we're preparing for a conversation. We're preparing for a conversation
the next What I want you to do because I
want you to ask follow up questions with the intent
of identifying barriers to success. Okay, So at this point,
what you're what you are is you're you're like a doctor.
(33:36):
You're like a doctor. You're you're trying, You're you're asked,
you're asking questions, you're trying to understand. And I want
you to take notes. I want the student to see
you taking notes, and I want you locked in. I
want you leaning leaning forward if it doesn't intimidate them,
but I just want you like this like you're really
you're pensive, you're trying, you're trying to understand. Remember this
(33:58):
strategy we got. We got to prove to them that
we understand the problem. You know, so you're like a
doctor listening to your patient. Then this is what I
want you to do at a later time, not right there,
at a later time, I want you to present your
(34:19):
ideas for solutions to the problems and the challenges. So
what this does, what this does is it shows empathy.
Right And what also happens is you now have an
(34:39):
investment from the student. So check this out. So when
you give you when you submit these ideas to the
student at a later time, okay, because and the reason
for doing this at a later time is you want
to show the student, Hey, I'm not just listening to
you and just giving you giving you canned responses. I'm
(35:03):
giving you something fresh. I took. I took what you
told me, the information that you gave me, and this
is and I thought about it, and this is what
I came up with. Now what you can do. You
can email this to the student. Here it goes. Here's
some examples. You said you have problems focusing. Well, I
(35:25):
was thinking about doing a new seating chart. Anyways, would
you would you like for me to sit you closer
to my desk? Here's another one. You mentioned you needed
help understanding polynomials. Can we make an agreement that you
come see me during study hall for two weeks? Again,
this is your diagnosis, your diagnosis. I understand your problem.
(35:49):
This is what you said. Here is my solution when
you get stuck, because you notice you told me that
you get stuck often and when you get stuck you
look at your phone. Can we agree the next time solution?
Can we agree the next time you get stuck is
(36:10):
that you ask a shoulder partner for help. Again, simple diagnosis,
and perhaps it won't work the first time, but I
believe that's going through the energy and the effort of
stating what they listed as the problem, restating what they
(36:35):
listed as a problem, then offering your solutions next to it. Again,
I think that earns you a lot of points in
terms of showing empathy and understanding, understanding them as individuals.
And I think what that does is that will that
(36:56):
will compel the student to think about your feedback and
quite possibly take action. So again, you can follow up
with another one on one meeting, or you can send
an email. But what I'm telling you is, don't do
this immediately. Wait at least wait at least twenty four hours.
(37:20):
I want the student thinking that you you thought long
and hard, you were researching, you were you were, you
were doing your your very best to understand them, diagnose
a problem, and give them really good information. Now, ladies
and gentlemen, I know, I know that that may sound
I know that may sound generic, but it matters. How
(37:45):
the biggest, one of the biggest challenges that we have
in terms of motivating students is how they think. So
you've got to do things slightly different. Things that you
can do corporately, you can easily do corporately. Some times
you've got to remix those things just a little bit.
Take it on a smaller level, take it on a
(38:05):
one to one level, Remix it a little bit, make it,
make it personal, And it could be that little tweak,
that little tweak that that changes the way that one
student thinks so that they ultimately they value the relationship
(38:25):
they have with you, they value your effort to understand them.
And then, oh, okay, well maybe I will, maybe I
will try your solution. Maybe I'll give it a try
because I like you. I like you a little bit, teacher,
so maybe I will try what you what you suggest
that I do. All right, So those are three tips.
(38:48):
Let's let's let's summarize those. Number one, you gotta you
gotta have a formula. Have a formula for giving feedback. Okay,
you've got to have that. And once you have that formula,
you can remix it. You can do all you can
tweak it, do different things with it, and be really
flexible with it. And then number two, students who dot
(39:10):
dot dot, students who dot dot dot. So what you're
doing there, You're giving the student something to think about.
Students who do this tend to earn that. So you
want students to think about they they want to think
about the positive side. They don't want you don't want
them thinking about the opposite side, because students who don't
(39:32):
do this, they don't get that. You don't want them.
You want them to understand that. Hmm, I want the
positives of this. So maybe I'll do this action now
number three, prove that you understand the problem and give
them solutions. And again that goes so much deeper, so
(39:55):
much deeper. You're you're you're you're building your strengthening a relationship,
you're showing empathy, you're like a doctor, and then you're
coming back at a later time and you're giving them
their words back and you're offering solutions, building relationship, building
trust so that you can possibly change something that's going
(40:15):
on up here, and giving them a reason to take
action on your feedback. Well, that is our episode for today.
I thank you so much for being here with me,
and so once again, please continue, Please please consider, I
should say, checking checking out those those Amazon links in
(40:39):
the description section. Once again, thank you to those of
you who are who are doing that, and thank you
to those of you who are considering that. Really really
appreciate it. Again, if you're watching on YouTube, please please
join in the discussion. Please like, please leave a comment again,
those of you who are able to. If you've got
a strategy that works to get students to turn into
(41:01):
their homework, please please please go ahead and share that.
And then lastly, I'll ask you to be one of
the subscribers on the YouTube page. If you do that,
I would greatly appreciate it. So thank you so much,
and until we meet again, never ever forget that teachers
are leaders.
Feedback gives students the opportunity to try again with better information.
Feedback is gold, and I know that you know that. However,
we do run into issues because feedback is not scarce.
Feedback is all around us, and think of it. It's
(00:22):
human nature. If there is something that is that we
have an abundance of that, that's all around us. We
tend to take that for granted. Feedback is not scarce.
But what is sometimes scarce for us as teachers is
the student's willingness to identify that opportunity and take appropriate
(00:48):
action based on the feedback that was given. That's what
is sometimes scarce, and that leads us. That leads teachers
to often ask that that question that many teachers ask,
how do I effectively teach the unmotivated student? How do
(01:08):
I motivate this student? Feedback is all around us, and
we take it for granted. Adults do as well. Let
me give you a couple Let me give you some
stats here. Half of new gym memberships they end within
the first six months. Half of new gym memberships they
(01:31):
end in the first six months. Now, ultimately you can
imagine as we marry that statistic with this next statistic,
which is most gym memberships begin in January. Makes sense, right,
People realize I need to I need to get some
stuff in order. I need to I need to do better.
(01:54):
I'm gonna do better. I'm gonna make it happen. So
people are there, they're taking in this feedback. Got to
get in shape. I'm winded just climbing, just one simple
flight of steps and I'm out of breath. So that's
the feedback. They take in that feedback, then they take action.
But just six months later, just imagine this. Imagine this
(02:16):
as as you go from January to June, you see
high attendance. I'm going I'm going to the gym three
times a week. Then we get around February maybe ooh,
I missed that one out, so I'm down to maybe
two two times a week. Then March hits now we're
(02:37):
regularly going one to two times a week. Then we
get to April. Oh, I don't know, I don't know.
Maybe it's one, maybe it's you know, once every other
week or something like that, and then by June half
of those people have fallen off. Now, remember the feedback
(02:58):
was the same, and feedback is and always will be
the opportunity to try again with better information. We've got
better information. This information sets us up for success. But
those statistics remain true. People respond to that feedback in
(03:21):
such a way whereas half of them decide, ah, you
know what, I'm done with this. This is not this
is not worth it to me to change my habits
and continue to pursue. Here's another one for you. According
to a twenty eighteen study, nearly half of COPD patients
(03:42):
continue to smoke after being diagnosed. So these people, they
have received the information that hey, you know why it's
hard for you to breathe. You've got some you've got
some bad stuff going on with your lungs. You need
to stop smoking. That's the feedback, and that's simple, ladies
(04:04):
and gentlemen. They can get that feedback anywhere. That feedback
is all around them. You need to stop smoking. You
need to stop smoking, you need to take better care
of yourself. But half half of those patients they've identified
that feedback, but they have not taken the appropriate actions
(04:28):
based on the feedback given. Does that sound familiar, ladies
and gentlemen, Yeah, it should sound familiar, because if you're
I mean, for every teacher, for every teacher. That sounds familiar.
If you've been in the classroom for any amount of
time you have been you've been confused, you've been frustrated
(04:49):
by students who just seemingly like they're not valuing like
you can diagnose what the issue is. You can help
them turn things around if they would just listen to
you and take action based on the advice that you're given.
(05:09):
Feedback is all around us. Feedback is not scarce everyone.
And that's why, ladies and gentlemen, this is This is
the podcast for teachers who want to gain more leadership
skills so that they can ultimately influence students to make
(05:31):
the right decision. But ultimately, ladies and gentlemen, the students,
they have to take some action. They have to take
some action. So I'm your host, Marvin Bird. We here
believe that teachers are leaders and our purpose is to
equip you with the leadership skills that you need to
(05:53):
lead your students to success and beyond. Now, when I
was in the classroom, whenever I heard students say this,
it would it would just really worry me. When I
heard students say I need to get my grades up. Ooh,
that was that was a cause for concern with me,
(06:15):
and I'm going to tell you why, because it sounds nice,
doesn't it. A student is identifying, I need to get
my grades up. Oh what that history experience? What that
taught me was that the student is placing more emphasis
on what the grade looked like than on valuing what
(06:38):
can be gained by earning the grade. Once again, the value,
the importance was what the grade looked like as opposed
to understanding the work that was going to have to
be put in and the learning that would take place
(07:00):
through earning the grade. So the student that they had
a misunderstanding of the of the input that it would
take in order to get the desired output. And I
often I would see students who would say that they
would after time passed, they would be frustrated. They would
(07:23):
be frustrated because it was easy to say I got
to get my grades up, I want better grades, but
with with a misunderstanding of what is what it was
going to take in order to make that happen, that
would cause frustration, and that would lead them to say, oh,
(07:44):
it doesn't take all that, Oh that's that's you're just
doing too much. I don't I don't need to do
all that. That was the frustration that was and it
was very it was very sad to watch because I
could identify that cycle. And oftentimes I would tell students
when they told me I need to get my grades up,
I would say, here's what has happened to students in
(08:07):
the past who had that attitude. Perhaps let me enlighten you,
let me let me guide you in a different way
of thinking. And again, feedback, feedback is all around us,
ladies and gentlemen. What we need to do is we
need to find a way because the new school year
(08:29):
is coming. Tomorrow is coming. Students, they're they're coming, They're
they're going to enter into our classroom and they're going
to present us with these challenges. And as teachers, as leaders,
it's our job, it's our job to find ways to
address this. So today we're talking about feedback. So what
(08:54):
I want to do is I want to share with
you and I'm gonna I'm gonna link this. I'm gonna
link this into the the description section. But this is
a wonderful, wonderful article. So the title of this article
is using synchronous formative feedback to facilitate student growth, and
it's written by Lisa Martin. We're not going to get
into the weeds of formative feedback. But what we're going
(09:17):
to do is we're going to highlight something that she
wrote in her conclusion as she was discussing the challenges here.
And I think that this is very, very important, and
this drives a point home that I made earlier. She says.
Student motivation and agency play a significant role in how
(09:39):
feedback is received and applied. Consequently, even when feedback is
well crafted, there is no guarantee students will grow or
develop in the desired manner. According to author Susan Brookhart
and the end, what matters is what the student does.
(10:00):
Feedback is deeply connected to emotion, self worth, and identity,
and therefore student motivation plays a notable role in feedback utility.
Students have to do something with the feedback. Students must
(10:22):
actively engage with and apply prescriptive action to effect change. Yes, yes, yes,
students can also realize change through increased effort. It's important
(10:42):
or focus. However, students might also choose to reject or
modify feedback. Now, again, it's one thing to give the feedback,
It's an entirely different question as to whether or not
(11:05):
the feedback is the feedback is processed and applied correctly,
and that is our job. Ladies and gentlemen. We have
got to we gotta try. We gotta try. We can't
make students do anything, but it's our job to try
(11:29):
to find ways and that's why you're here. So today,
what I'm going to do is I'm gonna share with
you three ways to three ways to create an environment
that embraces feedback. Once again, i want to share with
you three ways to encourage students to embrace feedback and
(11:52):
take action. That's what we're gonna do. That's the goal here.
I'm gonna share with you three tips. The first thing
I want to share with you is the ladder of feedback.
Ladies and gentlemen, you have to have some kind of
a formula when it comes to sharing your feedback. Why
(12:14):
do we do this? We do this because it's first
of all, it's good to have consistency. And if you
have a framework that you're using to share your feedback,
it becomes it becomes second nature because it's a habit
(12:35):
that you have. And even if it can be a
formal sit down with the student, or it can be
just on the fly, you can go through these steps
and give the student this information and put it together
in this nice package. What it does is it leaves
(12:55):
them feeling good and the consistency when students realize, oh,
this is the same for everybody else. What that does
is it disarms. It disarms the student when they if
they have any ideas that you're showing favoritism to students
(13:19):
who perhaps they consistently perform well, okay, once they take
a look around and they see, oh hmm, you're doing
you're doing the same thing with that student that you
do with me. That's the same way they get feedback.
That's the same way I get feedback. So the expectations
that you have with that student who performs well, it
(13:40):
must be the same expectations that you have for me.
So that's why you want to have a formula. And
then also when you have a formula, when you have
a template in your mind for when you give feedback,
what it does is it helps you to It helps
(14:00):
you to not say the wrong thing. It helps you
to not step in step in traps, so so that
if the student gets defensive, they'll they'll still hold on
to that one thing that you may have misspoke or
maybe it didn't come out the right way. And now
they don't want to hear your feedback. They don't want
(14:20):
to apply your feedback. They're trying to understand, well, what
do you mean by this? So I suggest having a
formula ready when when you give your feedback. So let's
look at this one. This is the This is called
the feedback ladder. You're climbing the ladder. That's why it
begins at the bottom. Now, this infographic I will also
(14:44):
make available to you as well in the description section
for download. Now. Step one, what we're gonna do is
we're gonna clarify. We're just we're gonna ask questions. We
want to we want to understand, Hey, how do you
how do you feel about about your performance? Again, just
getting the student, getting a student talking all right. Step two,
(15:07):
This is important. This is important because sometimes sometimes feedback
doesn't you know, it doesn't feel good. Sometimes it's uncomfortable.
So when you when you and when you do this
by disarming them by saying, hey, you know, I appreciate
(15:28):
you like I love having you in my class. This
is this is a joy I really really really do.
And so you just be specific about some of the
positives that you observe, show them that you see them
as individuals. Next up, now we're getting into hey, there's
some things that we need to work on, so use
use use prompts such as, hey, I noticed that, or
(15:51):
can you tell me about or what do you think about?
So we're having a conversation. We're having a conversation. We're
getting the student and talking and hopefully what we're our
goal here is we're trying to get the student to
see what we're seeing. We're trying to get the student
to see the things that that that we see that
(16:13):
need to be addressed. And if you do this right
that this is another reason why why we have this formula,
because now we've got we've got buy in, we've got collaboration,
we're working together on this thing. And then next up
is suggest you are you are the expert, you've been
(16:35):
you've been doing this, you know the history of students
in your classroom and if they do this, then this
tends to happen. So now you can you're you can
offer suggestions based on the things that you've been sharing previously.
And then last but not least, you want to say thanks,
(16:56):
you want to say, hey, thank you, thank you for
the time, thank you for the time that that that
you've given to have this conversation. And then you need
to let them know, hey, I want you to succeed.
I know you can do this. I believe in you.
So you just in on that high note. And there
you have it. That is a nice formula for giving
(17:19):
feedback to students. And you know what that does, ladies
and gentlemen, when you when you have that, when you
have that nice formula or template in your mind, is
that that gives them. It leaves them feeling good because
remember you you value them. And then at the end
(17:40):
you thank them. So ideally, hopefully what you've done is
you've taken down their defenses and you've given them a
reason to want to engage, to want to take action
based on the feedback that you've given. All right, So
(18:00):
that's number one. You've got to have a template for
giving feedback. And I submitted that to you, and again
that will be that will be available in the description section. Now,
before I get to number two, what I want to
submit to you is this, ladies and gentlemen, This upcoming
school year will be the first school year since two
(18:22):
thousand and six, two thousand and seven, that I will.
I will not have signed a contract. That's right, ladies
and gentlemen. I resigned my position as assistant Princeville as
a local high school here in Saint Louis, Missouri, primarily
because I wanted to invest more time in my family.
I was missing so much with the long days, late nights,
(18:46):
supervision and all those kinds of things. So I wanted
to invest more time in my family. And I'm doing
that and I'm loving that. But also I want to
invest more time in you. I want to be available
to re search, give you best practices here, help you
by giving you the skills that you need to lead
(19:07):
your students to success. So to that end, ladies and gentlemen,
what I would ask whenever, whenever you shop at Amazon,
if you use the link in the description section, If
you use that link, you have the rights to purchase
anything you want at the same price. But whenever you
(19:28):
use that link, whatever you buy, whatever you purchase, you
send a commission. You send a commission my way, and
if you were to, if you were to consider doing that,
I would greatly appreciate that. And then also in the
description section, I have started a storefront where I review
(19:49):
certain products and I submit them to you for purchase.
If I'm gonna link to that, if you were to
buy anything from there, and I'm curating a lot of
products that I think would be great for tea teachers.
So if you were to purchase anything from that storefront, again,
same thing, the same price that everyone else in the
world pays, but you would send a commission this way.
(20:11):
And if you were to do that, I would greatly
greatly appreciate you for that, and I promise in return
that I'll be here more often giving you the very
very best that I got. So thank you so much
for to those of you who are already doing that,
I see you. I appreciate you. And to those of
you who are considering, I appreciate you as well. Thank
you so much. Now back to this, So I shifted
(20:38):
during my last three years in the classroom, I shifted.
I had to shift some things. Number One, I flipped
my classroom. I flipped my classroom and that was I
was great because we got an opportunity to have more
in depth conversations about the content in the class as
(21:00):
opposed to them just watching me and taking notes. As
I was telling stories that I was so very interested in.
I was. I was a social studies teacher, US history primarily,
so I did for years. I did the notes. You
guys take notes, take the notes, take the notes. But
there was I discovered another way I did. I discovered
(21:21):
another way during my last three years of teaching. Additionally,
I decided, I realized that we were going to have
to do some different things with our kids. So we
went to a love and Logic session on parenting. And
I discovered also that love and logic could be used
in the classroom. And one of the things that I
(21:42):
really liked was, and this is the second thing to
help students embrace feedback and take action was students who
dot dot dot students who Now I kind of tease
this a little bit earlier, but it's it's simply this.
(22:06):
I got tired of having There was a in my
grade book. I think we used cysts at the time,
and whenever you put a zero in the gray book,
this is yellow box. And I got tired of opening
up my gray book and just seeing all these yellows
here and there and everywhere, like students they weren't doing
the homework. Now, I know, you know, those of you
(22:29):
out there, you probably don't have that problem, so it
probably was just me. But no, seriously, I know, you
know students, students not doing their homework. I know that
that is. You know, there's just so many things that
compete for the time once they leave the classroom. But
I do want to say, if you have, if you
have an idea to help to offer the community, an
(22:55):
idea that's worked to encourage students to do their homework,
I want you're please shared in the common section. Please
do that, Please help this community out, enlighten the community.
If there's a strategy that you use to increase student
homework completion, please share that with a group. Thank you
so much for that. So what I decided to do
(23:16):
was because remember I had flipped my classroom, and the
time that we spent in class was for workshop, it
was for workshopping, it was for discussion. But the assignments
that I gave for homework, they were given. What I
did was I gave them all up front and I
(23:38):
allowed the students to work at their own pace. But
then what I decided to do was, okay, instead of
these ten assignments for this unit, instead of requiring all
of them to be completed. I'm only going to require
three of them completed, and if you don't do the
other seven, that's not going to cat against you. I
(24:00):
will give them to you, but that's not gonna count
against you if you don't do them now. Also, in
addition to that, they were outlining the chapter of the book,
so in in some cases they didn't need to do
those seven assignments. So I changed, I changed my thinking.
But for those students who I knew were gonna need
(24:22):
a little extra they're gonna need a little bit extra
time in the content. I knew, Man, Nah, you need
to do all of these assignments. Now, maybe this student
over here doesn't need to do all the assignments, maybe
they can get by with just three. But you over here,
you need to do all those assignments. It would I know,
and I know you. I know that it's best for you.
(24:45):
You need to do all those assignments. So students are different.
So the way I talk to those students who needed
to do all of those assignments but they didn't want to,
I got it like like they're their eyes lit up
when I told them, Okay, here's these assignments, but you
don't have to do them. Their eyes just lit up
(25:07):
there like what they're like, Oh this is Christmas, Oh
this is this is awesome. So it's not gonna affect
my grade, I'll say no more. So here's how I
talk to those students. And again second tip students who
here's what I would say. You know, I've been teaching
(25:28):
this class for a while, and students who do these assignments,
they tend to score better on the test. That's it.
That's it. So what's the purpose of that. The purpose
of that is to get them thinking about the feedback
when they get it. You want to you want to
(25:52):
engage their brain, like think of think of a TikTok.
Think of a TikTok. And I'm still trying to. I'm
still trying to. I'm still trying to learn TikTok. My
wife is very critical of my TikTok videos, basically in
a loving way. She's telling me. She's telling me that
(26:14):
my tiktoks are boring, and like there's like she really
her finger really wants to just keep moving once she
starts my TikTok. So I'm trying to, I'm trying to
get better at that. I'm trying to get better that.
But I want you, I want you to think about TikTok.
When you're giving your students feedback, you've got to find
(26:36):
a way. That's why I like this strategy. This is
from Love and Logic students who hmm, insert that action
and insert the positive result as because they did that action.
You want students thinking about taking that action. That is
(27:02):
the difference. That's the point. We are constantly as teachers,
we're challenged to come up with ways to make our
feedback stick. And I really like this because what it
also does, and Love and Logic likes to do this,
It gives them an opportunity to make a decision. It
(27:23):
empowers them to make a decision. You're not telling them
to do it, you're submitting it to them. But you're
also submitting it to them with with your with your expertise,
what you you've seen, it happened before you know, it
(27:45):
happens before you're the expert. You know that what you're
saying could possibly get them the results that they want.
So that's how you you make them think. You make
them think about what their next step is going to be.
What are you going to do with this information. I'm
telling you, students who do these assignments to the best
(28:09):
of their ability, they tend to score better on the test.
Now the opposite is true. Students who who do not
do these seven assignments, they tend not to do as
well on the test. So now you're proposed to the student,
what side of this do you want to be on?
(28:31):
That's number two. I love that I love it love
and logic, and we're going to be I am excited
about talking more about love and logic and sharing more
love and logic with you. Now here's the next one.
(28:51):
Here's the next one. And this one is is a
little bit it's a little bit deeper, but I like
it a lot. And I think that this I think
that this can I think that this can really add
some value to you, especially for those those students who
say things like and you know, I've never been good
(29:13):
at social studies or I'm not good at I'm not
good at math. Students who come into your class with
that kind of attitude, you need to. I know it's difficult,
but it's important to invest time in them because you
have to change the way that they think. And for
(29:34):
some students. You can do it corporately by the things
that you do in your the culture affect the culture
in your classroom and the environment. But some students they
need more of your time. So number three is you
have to prove that you understand their problem and give
them solutions. Now that the proving that you understand their problem,
(30:00):
that part right there, that's the part that takes a
little bit of time. That's the part. Possibly you're not
gonna achieve that corporately. You may have to work. You
may have to spend a lot of one on one
time with that student to show them that you understand
(30:21):
what's going on. Now, here's the step, Like, obviously you're
gonna have to meet with a student one on one,
and I know I know what you're going to I
know what you're thinking. You're gonna think, how am I
gonna find time to do this? Well, you know there
are times when you know students are working at their desk.
(30:42):
May perhaps that's time if you have a study hall,
time where students are allowed to travel, And I know
you're thinking that too, Like they don't travel on my
class say walk the halls. I know what you're thinking.
I know it. I know it, but that is a possible,
possible time that you can meet with them. And definitely,
ladies and gentlemen, I'm not going to I am not
(31:04):
going to submit that you give up your free time
after school because definitely you want to achieve that work
life balance. So if that's not something that you're you're
interested in doing that, I don't blame you, Okay. So
I would say, try to find time in your class
to meet with students who especially need that one on
(31:28):
one attention because they've been perhaps they've been they just
have that bad attitude, the negative mindset, Perhaps they've been
scarred by previous experiences with your content, and they just
they're just so down on themselves. And so what they
need is they need they need to know, they need
(31:50):
to be fully convinced that you understand what the problem
is before they can even come to a place where
they're open to accepting your solution. Because often these are
the students who say, I've tried everything, I've tried everything,
(32:10):
it just doesn't work. I've studied, I know, I've studied,
and it just didn't work. Just didn't work. Sorry, it
doesn't work for me. So step number one here is
you have to get them answering open ended questions about
their performance. Okay, now here's a few examples. Is there
anything you would like to improve on in my class? Again,
(32:31):
open open ended questions as and you're gonna have to
do some work here, because obviously with that question, if
they say no, then you're okay. How about this? How
about that? Like? What are you seeing here? I noticed
that you're gonna have to You're gonna have to open
them up. How can I help you now that we
have this one on one time? Okay, So you're you're
(32:53):
you're stating that, hey, we're here, I'm here, you're here,
and you know what, sometimes it's it's probably best to
give the student an advanced notice that hey, we're gonna
have this time together. Okay. And then here's another question.
I know you're you're your last test grade was not
what you were used to. Can you tell me? Can
you tell me what happened? So again, we're opening things up,
(33:15):
we're preparing for a conversation. We're preparing for a conversation
the next What I want you to do because I
want you to ask follow up questions with the intent
of identifying barriers to success. Okay, So at this point,
what you're what you are is you're you're like a doctor.
(33:36):
You're like a doctor. You're you're trying, You're you're asked,
you're asking questions, you're trying to understand. And I want
you to take notes. I want the student to see
you taking notes, and I want you locked in. I
want you leaning leaning forward if it doesn't intimidate them,
but I just want you like this like you're really
you're pensive, you're trying, you're trying to understand. Remember this
(33:58):
strategy we got. We got to prove to them that
we understand the problem. You know, so you're like a
doctor listening to your patient. Then this is what I
want you to do at a later time, not right there,
at a later time, I want you to present your
(34:19):
ideas for solutions to the problems and the challenges. So
what this does, what this does is it shows empathy.
Right And what also happens is you now have an
(34:39):
investment from the student. So check this out. So when
you give you when you submit these ideas to the
student at a later time, okay, because and the reason
for doing this at a later time is you want
to show the student, Hey, I'm not just listening to
you and just giving you giving you canned responses. I'm
(35:03):
giving you something fresh. I took. I took what you
told me, the information that you gave me, and this
is and I thought about it, and this is what
I came up with. Now what you can do. You
can email this to the student. Here it goes. Here's
some examples. You said you have problems focusing. Well, I
(35:25):
was thinking about doing a new seating chart. Anyways, would
you would you like for me to sit you closer
to my desk? Here's another one. You mentioned you needed
help understanding polynomials. Can we make an agreement that you
come see me during study hall for two weeks? Again,
this is your diagnosis, your diagnosis. I understand your problem.
(35:49):
This is what you said. Here is my solution when
you get stuck, because you notice you told me that
you get stuck often and when you get stuck you
look at your phone. Can we agree the next time solution?
Can we agree the next time you get stuck is
(36:10):
that you ask a shoulder partner for help. Again, simple diagnosis,
and perhaps it won't work the first time, but I
believe that's going through the energy and the effort of
stating what they listed as the problem, restating what they
(36:35):
listed as a problem, then offering your solutions next to it. Again,
I think that earns you a lot of points in
terms of showing empathy and understanding, understanding them as individuals.
And I think what that does is that will that
(36:56):
will compel the student to think about your feedback and
quite possibly take action. So again, you can follow up
with another one on one meeting, or you can send
an email. But what I'm telling you is, don't do
this immediately. Wait at least wait at least twenty four hours.
(37:20):
I want the student thinking that you you thought long
and hard, you were researching, you were you were, you
were doing your your very best to understand them, diagnose
a problem, and give them really good information. Now, ladies
and gentlemen, I know, I know that that may sound
I know that may sound generic, but it matters. How
(37:45):
the biggest, one of the biggest challenges that we have
in terms of motivating students is how they think. So
you've got to do things slightly different. Things that you
can do corporately, you can easily do corporately. Some times
you've got to remix those things just a little bit.
Take it on a smaller level, take it on a
(38:05):
one to one level, Remix it a little bit, make it,
make it personal, And it could be that little tweak,
that little tweak that that changes the way that one
student thinks so that they ultimately they value the relationship
(38:25):
they have with you, they value your effort to understand them.
And then, oh, okay, well maybe I will, maybe I
will try your solution. Maybe I'll give it a try
because I like you. I like you a little bit, teacher,
so maybe I will try what you what you suggest
that I do. All right, So those are three tips.
(38:48):
Let's let's let's summarize those. Number one, you gotta you
gotta have a formula. Have a formula for giving feedback. Okay,
you've got to have that. And once you have that formula,
you can remix it. You can do all you can
tweak it, do different things with it, and be really
flexible with it. And then number two, students who dot
(39:10):
dot dot, students who dot dot dot. So what you're
doing there, You're giving the student something to think about.
Students who do this tend to earn that. So you
want students to think about they they want to think
about the positive side. They don't want you don't want
them thinking about the opposite side, because students who don't
(39:32):
do this, they don't get that. You don't want them.
You want them to understand that. Hmm, I want the
positives of this. So maybe I'll do this action now
number three, prove that you understand the problem and give
them solutions. And again that goes so much deeper, so
(39:55):
much deeper. You're you're you're you're building your strengthening a relationship,
you're showing empathy, you're like a doctor, and then you're
coming back at a later time and you're giving them
their words back and you're offering solutions, building relationship, building
trust so that you can possibly change something that's going
(40:15):
on up here, and giving them a reason to take
action on your feedback. Well, that is our episode for today.
I thank you so much for being here with me,
and so once again, please continue, Please please consider, I
should say, checking checking out those those Amazon links in
(40:39):
the description section. Once again, thank you to those of
you who are who are doing that, and thank you
to those of you who are considering that. Really really
appreciate it. Again, if you're watching on YouTube, please please
join in the discussion. Please like, please leave a comment again,
those of you who are able to. If you've got
a strategy that works to get students to turn into
(41:01):
their homework, please please please go ahead and share that.
And then lastly, I'll ask you to be one of
the subscribers on the YouTube page. If you do that,
I would greatly appreciate it. So thank you so much,
and until we meet again, never ever forget that teachers
are leaders.
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