Offers of help

Support 360 and student wellbeing

A conversation between two people is consenting. To share that information should be addressed, “would you mind if I used our example here to help the rest of the class?” This is the delicate part, we are about to bring a student who has got something wrong, into a public domain from our safe space. We’ve asked their permission but they don't know what you are about to say or how you are about to make them feel (And organically, neither do you!) “Ok “class” , ‘Student’ and I have been discussing different ways to explore and view this question. We’ve tried a couple of ways but we seem to have to go back to doing the same thing (give an example). For now, if we use this but if anyone else has tried a different way then let me know (Allows you an insight into who else hasn’t got it) and we can work it through”NEVER leave the student hanging after this, always return, eye level and check that they understand the proper/alternative method you want them to address and thank them for letting you share the problem with the class. This helps rebuild the confidence and returns ownership to the student.

Of course, this works for processing whole class work, how does feedback work in a quiz? Where one stop ‘corrects and incorrects ‘ are used for engagement and assessment of objectives being understood? Well, first consider the task. Is the task a motivator or potential demotivator for some? Would it work best in teams to allow others to shine, peer learn and feel supported? Could questions be framed in an open way which allows for students to explore and challenge? Could answers be given in a non public way? (Virtual post its, whiteboards, visual indicators, desk flags)

By considering how we intend to give our feedback second (after our planning for learning), can give us a different aspect on our planning and the activities which we involve. Breaking a task into three steps from the start allows small time success but also measurable and manageable feedback. It's a bit like an all you can eat seafood buffet, pile your high plate in one go, I become full and lethargic. Keep that buffet open for as many returns with my side plates as I want, I’ll be there all week.

Support 360 and student wellbeing

Making feedback personal to students (how do they like receiving feedback?) can alter our approach to activities and by default their differentiation. In a similar fashion to a text, the written word is open to interpretation, everyone realises that feedback should be informative and address learning reflection or progress and aims but the way in which is done is open to interpretation and like the work we prepare; student led, inclusive and varied.

Accompanying, “I like the way you arranged this formula/created this paragraph/evidenced and used the source to back your opinion” (Using Mote of course, noone has time to write an essay!) With next time/draft focus on 1, 2, 3 and think about how you can (insert key technique) would really help give you more confidence for the next bit. (By avoiding levelling, it rates success by subject achievement not grade which applies more unnecessary pressure but gives grade outcomes you require)

Let us know at cpd@bsbh of the different ways you give inclusive and considered feedback!

A point to consider: Control the controllables. Often, when working with students with special needs, most teachers the world over apply a controlled, reflective and often tentative approach to communication yet the outcome for all students using this approach could reap its benefits. In lines of inclusion it works, in line with teacher success it’s overall, why teach one when all will be successful of an encompassing approach? The undiagnosed student in the class is grateful for it, the student struggling with the task today benefits from it, the student with the SEN feels included and the student needing stretch and challenge feels safe and supported to aim further.

Support 360