Feedback to those who do not want it
Not all students, especially those who are mature and have been out of formal education for a while, are receptive to feedback. This is where I believe the skill of the instructor is often emphasized: knowing what methods to use and setting the standards and expectations.
Victoria,
This is an excellent way to get students to think about what they have done and how to improve. I also allow the students to use the rubric to self-assess and then I use the rubric for assessment and we compare our scores. If they score themselves higher on the rubric, I ask them to explain to me how they think they achieved the score. Reflection on their work is great. Thanks!
Perhaps turning the tables might be an effective method of feedback for those who are not too receptive, i.e. instead of providing feedback via comments, identify the positives as well as areas requiring improvement and ask related, provocative questions. If a student is unable to answer adequately, it may provide an "aha" moment for him or her, basically providing self-assessment without realizing it!
Jason,
Glad you have seen this work in your classes. It's good to continue to try new things and find out what works. You are right that respect plays a significant role in the whole learning environment. Thanks!
I have noticed this as well. It has worked well in my classes to approach these students with positive feedback in the beginning and always estabilish yourself, the instuctor, as the subject matter expert. About half of my classes are made up of students older than myself and there are times that these students don't what to listen to someone younger. As long as they respect you, they will listen.
Margaret,
Thank you for bringing up benchmarks in this forum. This does provide students an opportunity to move toward the standards and set goals. Thanks for your input.
I think checkpoints for feedback can be very helpful. At a certain time in the schedule, make sure benchmarks are identified, and students can evaluate themselves against the standard, and if necessary, a followup chat or message can be used to deliver more constructive feedback.
I think most students do want to have some kind of acknowledgement from the instructor and having a standard vehicle for doing so can be very helpful.
Heather,
We all learn from each other and the students do too. I think the anonymous factor allows students to feel more comfortable in the amount and type of feedback they provide. Thanks for adding to the conversation.
I like the idea of using anonymous peer feedback in a situation where there may be students that are not receptive or open to feedback. It can be difficult to convince resistant students that no matter their level of experience, there's almost always something more to learn. Even the process of self evaluation using the rubric can be a very informative and enlightening experience.
Emory,
They all grow up (like our children) and realize we are trying to help them. Respect is a big part of that. Thanks.
I haven't dealt with this situation yet but I can see this happening to some of us. I would make sure to show my experience level in a bio I give at the beginning of class. Although you might be younger than him/her, you have knowledge and the know-how that they seek to learn. Be confident and treat them with respect. Hopefully, they'll get passed the age and see you as the intelligent instructor you are.
Julie,
I think the feedback the students provide should be based on the use of a rubric, so no matter what age the student may be, the feedback is coming from the rubric criteria. I also use anonymous feedback so the students do not know who is providing the feedback. Thanks.
Joye,
You are so right. There is a certain finesse to this. Nice job.
Thank you.
Some older students are not that receptive to feedback from younger students. The older students may feel that the younger student does not have the experience yet to be able to give them valuable feedback. The younger student, also sometimes is not receptive to feedback from the older students feeling that they are "too out of touch" with the present day. Keeping slang out of forums can help with this, as slang does seem to show the student's age.
Very good point about students who may have been out of formal education for a while. I would imagine everyone is receptive to positive feedback. I believe there is a certain finesse to being able to turn negative feedback into a positive experience for the student. It can be done!
Tim,
You are correct. Some students do work at a minimum level. However continuing to encourage students is worth the effort. Thank you.
Amazingly some participants are satisfied with the minimum. Depending on their motivation of taking courses will have a direct impact on whether they seek improvement and are challenged to improve. It is the less motivated that I often step up my encouragement and point out their talents and abilities. Offering effective feedback often has an impact on their continued efforts.
Lilia,
It is good to provide, even start with, positive feedback, but we have to provide constructive feedback to help them improve as well. Getting to know your students is a important part of building rapport with them as well. Thanks!
I agree that not all students are receptive to feedback unless is positive. I had a student come in today and comment that a faculty member was overly critical when they had not had a formal English class yet. This is one of the reasons initial (biographical) introductions are important when you start with a new set of students. The instructor would get to know the population and adjust feedback accordingly.
Leyann,
Interesting perspective. Why do you think the age of the learner is a factor?
Thanks for a follow-up.
