Genuine encouragement
Sometimes I find that students that I encourage do not believe that I am being truthful when I really am. This is a rare problem, but does upset me when it occurs. I have found that most of the time when this occurs, the student is already lacking in confidence and cannot accept positive feedback
We are taught to use the "oreo cookie" method of feedback as well. By delivering criticism and feedback in a positive-negative-positive format, you make the student feel better about the improvements they may need to make and they are more encouraged by the comments about the areas they are doing well in.
Hi Gina,
You have a great setting to help your students to develop into professionals. The restaurant gives them exposure to the real world with the safety net of an instructor there that can evaluate and critique their development.
Gary
I am always certain when giving feedback to include both the positive and negative at the same time. This gives the learner a feeling of authenticity and not just blanket praise. I also follow-up at a later date to see how the progress is coming along. Then, we see if the student retained the objective of the critique and is taking steps to improve quality of work. I teach culinary arts in a student run restaurant, so there is a lot of opportunity to observe student progress.
This is where a rubric is effective. Both genuine encouragement and constructive criticism can exist in the same conversation.
Hi Sabrina,
Good strategy. Group input and personal contributions to class discussions and projects really help to reinforce the learning of students. Since they will be soon be problem solving and communicating with clients the more practice they get developing these skills the more successful they will be.
Gary
I really like this approach. It creates a sense of ownership, and lets the students know that you are passing the reigns. In my graphic design courses, I will often gather several students around one person's computer and draw out the feedback from them. Yes, I could tell them directly, and I do, but I find that helping the students evaluate work (with constructive criticism, and positive feedback) builds their presentation skills.
Hi Charlene,
Good point. Praise needs to be specific and customized to be of maximum value.
Gary
When I provide positive feedback to my students I try to ensure to make the encouragement/compliment practical/truth-based to avoid the student feeling like I might just be giving him/her hollow praise. Instead of saying, "Great job, Paul, on your presentation," I try to incorporate dialogue practical/truth-based statements such as, "Great job, Paul, on your presentation. You have improved so much in your public-speaking. Your knowledge in the subject as well as your public-speaking will aid you in being successful not just in this course but in the corporate world."
I can imagine that would be frustrating. Have you tried to put students like that in a situation where their peers would provide the positive feedback like requiring students to provide a couple positive comments regarding their fellow students work?
