Assertive Feedback

 Introduction (Communication Styles)

 Definition of Feedback
 What is Assertive Feedback?
 Areas Of Feedback (when)
 Recommendations
 “A ‘NO’ uttered from the
deepest conviction is
better and greater
than a 'YES' merely uttered to
please, or what is worse, to
avoid trouble." 

Mohandas Gandhi
 Types Of Communicators

 1. Passive: avoids conflicts, hates risks, lose-win

situations sees others more important than
him/herself, apologetic

 2. Aggressive: creates win-lose situations ,

threatens, hurtful to others, uses power & control
to get needs

 3. Assertive: direct, creates win-win situations,

respects others, responsible for his/ her actions
We build too many walls and
not enough bridges.

Isaac
Newton
Feedback is simply giving
students bridges
Characteristics of Assertive
Feedback
 Direct and specific; not indirect and general.
 Firm but not hostile; not wishy -washy.
 Focuses on the behavior, not the student. It is not
aimed at the student's character.
 Focuses on an objective description of the
behavior. A neutral observer would agree that the
behavior had occurred. It is not aimed at
interpreting or judging the student.
 Shows respect for the student by sharing ideas
and information rather than shallow advice.
 "I" statement--the speaker takes responsible for
his/her thoughts/feelings. Avoid using ‘YOU’
 Deliver the statement with steady (not staring)
eye contact. Speak in a clear, firm voice.
 Areas of Feedback
 Speaking: on-task/ error Correction

 Writing: How to respond to papers?

 Exams: Is it worth it?

I. Speaking/ Error Correction
 Be positive, do not demoralise SS with negative feedback only/
use the feedback sandwich
 Are you working on accuracy or fluency?
 On the Spot/ Delayed Correction? Collective/ analytical
 Self-Critiquing (self-reflective)/ Peer Correction
 Collect errors and prepare an activity, Hw, quiz based on them
 Create an atmosphere that is open and positive
 Help students feel that they are valued members of a learning
community.
 Suggest how to improve, rather than say ‘improve this’
 Don’t leave your class without feedback
Words Teachers Should Not
Say
 “You can do it. It’s easy!” Instead “I know it’s hard,
but you can do it.”
 “That’s wrong.” Instead “I think you might not have
understood the question. Look at it again.” OR “I
think I understand why you got that answer, but
there’s an important part you didn’t consider.”
 “You’re just lazy!” Instead “Do you think you might
not be putting enough effort into your work?”
 “I quit!” Instead “I’m not getting across to many of
you. Help me understand your difficulty.”
 II. Constructive Writing
Feedback unnamed.pdf
 Reader or Grader/ accentuate the positive
 Suit your response to the assignment/ student’s
abilities
 Avoid using generic statements, students get
"the impression of hastiness" and "insincere
statements“. Instead tell students how to
improve their writing. Use questions rather than
imperatives
 Choose one/ two aspects to discuss thoroughly:
you can’t focus on everything
 Use ‘I’ statement as they are students’ friendly
 Use checklists to prepare students
for feedback & saves teacher’s
times
 Sample error lesson plan
 Using grades?? Controversial
 In classroom: steps to help feedback
* Weekly Tip post
* Never again list
 III. Exams
 Assessment tools
 Rich Resource of feedback
 Collect strengths & weaknesses of students
 Sandwich feedback to all students equally
 Plan with the student how to work on weaknesses
 Set a target for the student to work on for
improvement
 Responding positively to
negative feedback from
students
 Be a good listener not defensive
 Why?
 If more than one student, prepare evaluation form
to give SS
 Inform SS how you will address their concerns
 Share your concerns with colleagues
 Ask for professional help/ peer evaluation
 Initiate changes
 It doesn’t matter so much that you received a
negative comment. After all, what’s done is done.
What matters is what you do about it.
 Recommendations

Whichever way you go about correcting

your students, try to keep the experience
positive
for the learner. Being corrected constantly
can be a really de-motivating, as every
language learner knows. As you are
listening out for your students’ errors,
make sure you also listen out for really
good uses of language and highlight these
to the group too. In the case of language
learning I really do believe the classic
 Thank you

02/17/10