FEEDBACK GUIDELINES: How to Give Good Feedback Feedback is to be relevant, timely, specific, and not overly-generalized. Feedback should be respectful; it should not be accusatory, judgmental, or disorganized. The role of the Facilitator is to set clear feedback guidelines for students and teachers. The Facilitator will actively manage the feedback process to insure quality feedback. Feedback should always start with a positive comment or observation. If there is also constructive feedback, it should follow the positive comment. • Feedback should be relevant and specific, observational, factual, and non-judgmental. • After hearing others give feedback, if a student has no additional experience or observations to share, he/she should pass on giving feedback by saying, “It’s already been said by _________.” Examples of better feedback: •
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“When I saw you (specific behavior/action), I thought/felt/observed/understood……”
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“On Tuesday in Math class you kept talking when our teacher was going over the lesson, even after she asked you to stop. It was very distracting, and it made it hard for me to concentrate. I was getting really frustrated, and I did not think you were showing respect to the teacher.” “I really appreciate it when you ask me to sit with you at lunch. It makes me feel welcome and appreciated, and I value the friendship we have.”
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Examples of inappropriate feedback: • • •
“I heard that you…” “You were so annoying when you were being crazy in Science class…” “You are a good friend.” (without giving specific observations or rationale for why/how he/she is a good friend)
MSA Community System – MIDDLE SCHOOL
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2019-2020 School Year