if one person says that you are a horse, smile at them. if two people say that you are a horse, give...
TRANSCRIPT
Hmmmm!
If one person says that you are a horse,
smile at them.
If two people say that you are a horse, give it some thought.
If three people say you are a horse, go out and buy a saddle.
PROVERB
Silence
Clint Smith: The danger of silence
Positive feedback
Activity:
write two positive statements about the person whose name is at the bottom of the page
be guided by these two prompts: something you have seen that person do that has impressed you something about that person/their personality you like
You may not have spent long with some or all of us - nonetheless you’ve had long enough to form sufficient impressions to do this for everyone in the group
Feedback 101 – reflections
Positive feedback
Thinking about feedback
Feedback Assessment Inventory
Briefing Notes
Skills Practice
Taking the quiz
Write the numbers 1 to 10 down a blank page
As you read each question, write T
(for True), or F (for false) next to each question
Ready?
1. Supportive feedback reinforces a behaviour you like, and corrective feedback is used to indicate that a change if needed
2. Good performance and appropriate behaviour are to be expected, and the only time feedback is really needed is when something goes wrong
3. If you were forced to give only one kind of feedback, you would be further ahead to use supportive feedback, rather than corrective feedback
4. If your comments to someone focus on what he or she is doing well, that person becomes more aware of superior performance
5. When giving corrective feedback to change a behaviour, don’t let the other person take full responsibility for his or her actions
6. When giving feedback, you should deal in specifics and focus on specific behaviours, rather than attitudes
7. Corrective feedback should be used to change a behaviour that is ineffective or inappropriate
8. While not damaging if done properly, corrective feedback is not a particularly pleasant experience. At the least, the person receiving it will probably feel a little defensive or even embarrassed
9. When giving supportive feedback, specifically describe the behaviour and/or results caused by the behaviour that you would like the person to repeat
10. Corrective feedback works best if it’s given in specific behavioural terms and as soon as possible after the event
Feedback – skills practice
There are three scenarios, each lasting for 2 minutes
Each person will have a turn to play the roles of the observer, the primary player, and the secondary player
Feedback
Definition[1]
information about past behaviour, delivered in the present, which may influence future behaviour
[1] Source: Charles and Edith Seashore, (1992), What Did You Say?: The Art of Giving and Receiving Feedback, Douglas Charles Press, North Attleborough, Manager
The practical implications
Feedback is not rocket science; it’s just plain common sense
Feedback is important; it’s basic to our lives; and it’s basically pretty simple
Feedback - 5 things to know 1. Quality & quantity
important 2. Social pleasantries
count3. Eye contact is
important4. Some people require
lots!5. Withholding it can be
seen as punishment
Feedback bucket
We all have a feedback bucket
Positive and negative feedback goes into bucket
There is a problem – the holes dear Henry, dear Henry the holes!
Four types of feedback
SUPPORTIVE FEEDBACK
Behaviour Repetition
CORRECTIVE FEEDBACK
Behaviour Change
INSIGNIFICANT FEEDBACK
Minimum Response
ABUSIVEFEEDBACK
Contempt
Thinking about the bucket
Task A Task B Task C
How do holes get in our buckets in the first place?
How do people behave when their buckets are empty?
What clues tell us a person’s bucket is empty?
What can be done to plug up holes in a person’s bucket?
In each case prepare a group response
Feedback types
SupportivePrimary purpose – Behaviour repetition
CorrectivePurpose – Behaviour change
Insignificant Little or no importance - (attaboy, attagirl)
AbusiveContempt
Sharing information and
negotiating
Role Clarityand
Commitment
Stability
Pinchchoice point
Disruption of
Shared Expectations
Crunchchoice point
Planned termination
Planned renegotiation
Ambiguity,uncertainty
Resentment, anxiety
Resentfultermination
Return to the way things used
to be
Renegotiation under duress
Model for managing the Psychological
contract
Giving feedback – five tips
1. Assess for trust2. Always ask for permission3. Ground feedback in
observational data / evidence4. Keep critical feedback to one or
two key points5. Find the phrasing
Readings on feedback
In your group read and discuss your Reading
Use the protocol – Making Meaning – to structure your conversation
Identify key learnings you might use in developing a plan to support your staff to learn more about feedback
Thinking about feedback
Ask yourself when thinking about feedback in your particular school context:
What idea/s can I take from this and bring to life in my place?
What insight have I had that I'd not considered or that I can take and consider?
What new skill could I learn? What belief about feedback should I
question?
Talking about feedback
Structure CommentsGood work Highlight the fact that people have done good
work to date
Threats/challenges
Outline the threats or challenges facing the school
Vision Point to the vision or view of the future
Plan Tell them you have a plan
Plan outline Outline the plan
Seek support Ask for their support
Growth mindset
Learn
Dweck
Mindset
Mindset*: definition a particular way of thinking : an
attitude or set of opinions. An inclination or a habit. A way of life
Fixed Mindset
*Stanford University psychology professor Carol Dweck created the term ‘growth mindset’. Her research indicates that development of a growth mindset enhances individuals’ ability to develop, to continue to work hard despite setbacks, and to live a more successful life.
Coach and teacher - mindsets
You’re wrong I rule
Watch for: Teacher reaction to data Her body language
Listen for : What the coach says
Coach and teacher - mindsets
You’re right I suck
Watch for: How the teacher reads the data
Listen for: How the coach responds
Coach and teacher - mindsets
Blame it on the rain
Watch for: Whether the teacher lets the data in Whether the teacher grapples with
the data
Listen for: How the coach responds How the coach perceives what is
happening
Coach and teacher - mindsets
Optimist without a cause
Watch for: Whether the teacher acknowledges
the weight of the data
Listen for: How the coach responds How the coach perceives what is
happening