Constructive use of feedback

Modeling non-defensive behavior in the classroom
can be critical to demonstrating effective use of feedback.

Being non-defensive, open to listening, and delaying response are critical.

A classroom exercise:

Before the teacher leaves the classroom, students are instructed to form a line with one end being "This is the worst class I've ever taken; I should have stayed in bed" and the other "This is the best class I've ever taken; I hope it never ends" with degrees between the two extremes.

Once they have distributed themselves in that line, and the teacher has given them the following instructions and exited, they form small groups (of four) with those who are closest to them in the line. They then make one composite list of the reasons they put themselves where they did in the line.

When they have completed their lists,
they share their lists with then other groups,
then jointly prepare three lists:

stop doing, start doing, continue doing

put these three lists on the board.

They are given 45 minutes to an hour to complete the task.

When done,
the teacher is invited back to the classroom and presented the three lists.

The teacher takes the lists home, reflects upon them, and responds in the next class:

• What will change and
  how the changes should impact classroom "organization" and learning

• what won't change
  with those reasons why