5 Tips to Giving Students Feedback

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Feedback is information about how one is doing in an effort to reach their goal. Here are five tips to help you give effective and meaningful feedback to students in your classroom.

One best practice is to give students effective and meaningful feedback. However, I have found that often, when I talk to people about feedback, they confuse it with advice or criticism. That is not what feedback is. Feedback is information about how one is doing in an effort to reach their goal. Here are five tips to help you give effective and meaningful feedback to students in your classroom.
Giving students feedback does not simply mean focusing on critiques for the students; it also means letting students know what they’re doing well. This blog post shares five tips for giving effective and helpful feedback to students, so click through to get all of the tips.


1.) Make sure that it’s actually tailored to that specific person and is based on their needs. It should not be based on the person but rather the goal that is being worked on. It is easy to mix our personal feelings toward an individual in with our feedback.

2.) It should always be timely. That means relatively quickly. I remember when I first started teaching, I would not return papers graded for weeks after. Apparently, that was frowned upon. Understandably so! Students need to know right away, within a reasonable amount of time, how well they met their goal. It can be in the form of verbal, written, computer-based, or even peer-reviewed feedback, when taught appropriately.

3.) Make sure it is balanced. Students need to hear both things that are positive (their strengths) and things that they need to improve. It’s easy to get caught up on only the negative. Along with this, I want to mention that your message should be balanced in the respect that your verbal message should match your nonverbal message. Sometimes we say we’re there to help, but our body language says something totally different.

4.) Make sure it is detailed. I remember one time getting a test back in college, seeing the grade, and being completely shocked. I didn’t understand; I knew that material! I had no idea what I did wrong. Yet, we as teachers do this often (myself included). How often do we give a student a grade, such as a C, and not explain what specifically they did wrong? We need to make sure the feedback is detailed, is useful, and tells the student how to improve (and, of course, all in kid-friendly language).

5.) Assist students to use the feedback to set goals. We need to help students set realistic and tangible goals that can help them self-assess and reflect. This allows us to check in frequently, give ongoing feedback, and help students become successful.

Without it, we cannot improve or become successful. Instead we just stumble around hoping to achieve. It’s extremely crucial that teachers help students by giving effective and meaningful feedback regularly in their classroom.



Ten (10) Things You Should Not Share With Your Teachers

“Teachers are the spiritual parents”. I pretty much believe in this quote. If you have got teachers, you have got a big treasure. You can discuss things with him, explore the world with him and attain maximum knowledge from him. All these practices are in your favor. But there should always be line between your discussions with the teacher. And if you cross that line, everything can turn against your favor.
So, here are some things you should never ever discuss with your teachers. No matter how close or attached you are with your professor. This list of 10 things you should not share with your teachers is a must read for every student. By adopting these simple procedures you can save yourself from turning the relationship with your teachers into a disaster.

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10. Sharing Notes

Some students have a habit of writing random things on the notes during the lecture. It is very convenient to talk to your fellows by writing while the monotonous lecture is going on. If you lie in this category of students, then never share your notes with your teachers. You never know what you have written which your teacher must not read.

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9. Studying Routine

Teachers have a habit to give long lectures. And they will never skip any chance to lecture you on any of your habit which they feel is wrong. If you study late at night or at odd times, then prefer not to tell this thing to your teachers. They will try hard to force you to change your routine. They may be telling you right, but somehow they are missing the element due to which you have adopted the particular routine.

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8. Other Favorite Teachers

It is not very wise to tell any particular teacher about your favorite teacher, if he is not the one. If you do so, then it can provoke jealousy amongst the teachers. This can further have bad consequences. Teachers can get into competitions, and students would be pissed off. Although this is not professionalism, but teachers are also humans and there can be negative emotions inside them.

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7. Feelings of Hatred

It is very natural if you start hating someone for a reason (If you hate without a reason then you have a brain fault). And if you tell your teacher you hate him, then your brain fault is crossing the limits. There is a possibility that your teacher may develop a feeling of grudge against you. That grudge can turn into bad grade of yours. Again this does not comes under the banner of professionalism, and every teacher is not a professional.

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6. Despised Teachers

You should never tell any of your teachers about the ones you hate. As all the teachers in an institution mostly know each other, therefore, there is a possibility that they tell those teachers about your views. A professional teacher must not adopt this behavior, but you have to play safe. So keep your feelings to yourself.

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5. Dad’s Number

If your dad is a strict bud, then refrain giving your dad’s number to your teachers personally. They can call him on and off which can become a tedious thing. And if it is necessary, then give your mom’s number. Dads are mostly impatient and do not deal things mostly with tolerance while on the other hand, mothers have the ability to deal things more wisely. In your case if the situation is opposite, then do vice versa.
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4. Discussing Other Class fellows

You might be very close to your teacher and discuss everything with him. This is not a bad thing. But it would become bad if you will start discussing things about your other class fellows, whether it is their daily dealings or personal life. You must respect the privacy of every other student. Teachers may develop negative impression about their other students because of you which is not right ethically.

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3. Family, Friends or Cousins

If there are any of your cousins or family friends studying in the same institution as you are, then you are advised to hide this knowledge from your teachers. The reason is very obvious. Teachers can easily contact them to tell about your behaviors and all. They can brag those things in the family making a bad image of yours. In a longer run you can face consequences. So it is better not to tell your teachers about your relations in school and college.
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2. Classroom Secrets

A class of students is like a body. And everyone knows that the class always has some secrets. The mischief of students must remain confidential. For example if someone has hides the wire of the projector, then you would be the biggest goof of the world revealing the name to the teacher. Rest of your class fellows would become your rival. And teachers won’t trust your class anymore.

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1. Nick Names
Giving nick names to the teachers has become more of a tradition now. Although it is not a very good habit, but students do it for fun. And if this fun does not turn into abusive fun, then it is acceptable.

So, here the point is that never ever share any of the teacher’s nick names with your teachers. No matter how close you are to your teacher.Your teacher may not get a good impression of yours’. As overall it is not a very impressive thing. Keep every nick name as a secret between your friends.

Texting, social networking and other media use linked to poor academic performance

Miriam Hospital researchers say college women spend a significant amount of time using media during their freshmen year, which can lead to lower GPAs

The widespread use of media among college students – from texting to chatting on cell phones to posting status updates on Facebook – may be taking an academic toll, say researchers with The Miriam Hospital’s Centers for Behavioral and Preventive Medicine.

According to a new study, freshmen women spend nearly half their day – 12 hours – engaged in some form of media use, particularly texting, music, the Internet and social networking. Researchers found media use, in general, was associated with lower grade point averages (GPAs) and other negative academic outcomes. However, there were two exceptions:

  • newspaper reading and
  • listening to music were actually linked to a positive academic performance.

The findings, reported online by the journal Emerging Adulthood, offer some new insight into media use in early adulthood, a time when many young people are living independently for the first time and have significant freedom from parental monitoring.

“Most research on media use and academics has focused on adolescents, rather than new college students, or has only examined a few forms of media. So we were curious about the impact of a wider range of media, including activities like social networking and texting that have only become popular in recent years,” said lead author Jennifer L. Walsh, Ph.D., of The Miriam Hospital’s Centers for Behavioral and Preventive Medicine. “We also wanted to know how media use related to later school performance, since there aren’t many longitudinal studies looking at media use and academics.”

The Participants:

Walsh and colleagues surveyed 483 first-year college women at a northeast university at the start of their freshmen year. Researchers asked students about their use of 11 forms of media (television, movies, music, surfing the Internet, social networking, talking on a cell phone, texting, magazines, newspapers, non-school-related books and video games) on the average weekday and weekend day during the previous week. In January and June, participants reported their GPAs for the fall and spring semester, and they also completed surveys about academic confidence, behaviors and problems.

The study yielded some interesting findings, Walsh said. In addition to data suggesting that college women use nearly 12 hours of media per day, researchers found that cell phones, social networking, movie/television viewing and magazine reading were most negatively associated with later academic outcomes, after accounting for their fall academic performance.

But exactly how are media use and academic performance linked?

“We found women who spend more time using some forms of media report fewer academic behaviors, such as completing homework and attending class, lower academic confidence and more problems affecting their school work, like lack of sleep and substance use,” said Walsh, adding that the study was one of the first to explore mechanisms of media effects on academic outcomes.

Researchers also believe the findings demonstrate the central role of social media in the lives of college students, and suggest these forms of media are used more on campus than off.

“Given the popularity of social networking and mobile technology, it seems unlikely that educators will be able to reduce students’ use of these media forms,” said Walsh. “Instead, professors might aim to integrate social media into their classrooms to remind students of assignments, refer them to resources and connect them with their classmates.”

Academic counselors might also consider assessing college students’ media use and encouraging them to take breaks from media, particularly while in class, studying or completing assignments, the researchers also noted.

  1. Research reported in this publication was supported by the National Institutes on Alcohol Abuse and Alcoholism under award number R21-AA018257. Study co-authors were Michael P. Carey, Ph.D., director of The Miriam Hospital’s Centers for Behavioral and Preventive Medicine; Robyn L. Fielder, M.S., also of The Miriam Hospital’s Centers for Behavioral and Preventive Medicine, and Kate B. Carey, professor of behavioral and social sciences at Brown University.
  2. The principal affiliation of Jennifer Walsh, Ph.D., is The Miriam Hospital (a member hospital of the Lifespan health system in Rhode Island). Walsh, Fielder, and Carey are also affiliated with The Warren Alpert Medical School of Brown University.

Editor’s Note: The study, “Female College Students’ Media Use and Academic Outcomes: Result From a Longitudinal Cohort Study,” was published online by Emerging Adulthood on March 26, 2013.

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