FEEDBACK: THE GOOD, THE BAD, THE UGLY

By Zoe Greenhalgh, Grade 10 Student

Alright, raise your hand: how many of you currently reading this article have received at least one piece of feedback before? Perhaps it was for work. Perhaps it was from school. Keep your hand raised if you remember, almost word for word, a piece of feedback you had received. Now, I am going to assume that the majority of you do indeed remember receiving such a thing and, most likely, having to apply it whether you like it or not. I know that I have. But that is just the thing: was the feedback you received actually beneficial? Or did it simply discourage you? Constructive criticism can be truly favourable, yet there is a fine line drawn between the “constructive” and just the “criticism”. That, dear readers, is the prime conundrum faced in classrooms today. Whether it’s feedback given directly to the students from the teacher or, even, peer feedback, these mere comments have the ability to shape the values and interests of young minds. The curious minds of the students at Seoul Foreign School. The minds who will have the ability to shape the future. So with that, let’s dive a little deeper into the puzzling world of giving and receiving ideal feedback.

First, we must face the facts. According to a piece of physiological research published in 2016 focusing on “Teaching and Teaching Effects on Student’s Attitudes and Behaviours” (Blazar and Kraft, 2016), it is evident from the two studies conducted to test a theory pertaining to such an idea that teachers, or teaching effects, do indeed have an effect on a student’s attitude towards certain subjects. It was seen that a teacher’s interactions with students in addition to classroom organisation and the encouragement of other skills such as critical thinking in specific areas of learning showed a clear correlation between such teaching practices referred to as “teacher effects” and a student’s test scores, as well as their emotional and social development. While the research was primarily conducted with upper-elementary school students, the outcome still showed that a teacher’s emotional support is strongly related to a student’s self-efficacy within a subject, whereas errors in questions and negative emotional support discouraged a student’s interest, which was, in this case, mathematics (Blazar and Kraft, 2016).

Understandably, some behavioural changes may occur when such an experiment is conducted on high school or middle school students. However, it is safe to infer from such data that certain methods of teaching, especially through positive reinforcement and constructive feedback, has a strong impact starting from as young as elementary school. Is this not the age when our minds are developing the most? When we start to form our values? When we are the most curious? In order for us to stay curious about a subject, a student must have a personal connection with it. Just one piece of feedback, not worded correctly or rushed over, can impact a student's future. Their values, their interests, and- in some cases, even their career. I remember when my Year 5 teacher told me “You Can Do It” and wield that power. Feedback doesn’t mean giving compliments to people. Feedback also doesn’t mean blatantly criticising a person’s ability to do something. Feedback means to shape, to fuel, one’s mind. To grow." made me repeat it to the whole class. I have never forgotten that piece of advice. Now that I’m in high school, well, let’s just say it still applies. My past English teachers have given me more than enough feedback to fill an entire room to the brim and is what shaped my writing style today. They motivated my interests and even my career ambitions. Teachers wield that power. Feedback doesn’t mean giving compliments to people. Feedback also doesn’t mean blatantly criticising a person’s ability to do something. Feedback means to shape, to fuel, one’s mind. To grow.

TO STAY CURIOUS. But, you may be asking, what exactly is considered the “ideal” form of feedback? Well, as stated by an article published in 2023 (Cherry, 2023), formative feedback, or constructive feedback as well as performance feedback, are most commonly given when one is learning a new skill, hence is why this is usually the kind of feedback students receive at school. Whether it’s written, verbal, or peer feedback, it often contains areas of improvement directed at the personal growth of the person it’s given to. However, while having an open mind is the first step in receiving feedback, it is still important to assess the value of what’s given. Ideally, dear reader, given feedback should be specific, balanced.

BALANCE IS KEY. Positive comments can sometimes be just as good as those constructive in nature. Focusing on actions, rather than one’s personality is also an area to pay attention to. Preconceived perspectives on a person could hinder the effectiveness of the comments given and may foster a fixed mindset, rather than the ideal growth one. These are just a few little tips that can make all the difference. That difference between “constructive” and “criticism”. That difference between growth and fixed. That difference which forms a curious mind.

So to the students, I say: stay curious and keep an open mind. To the teachers, I say: foster curiosity the right way. And to you, dear reader, I say: whether you’ve made a comment that discouraged another. Whether you made any mistakes when giving a seemingly harmless piece of feedback. Forget it. You know why? Because it’s what you do, what you give next that matters. However bad the comment was, however ugly the impact was: change it for the good. That’s what ideal feedback is and how, together, as an SFS community, we can solve this classroom conundrum.

Works Cited:

• Blazar, David, and Matthew A. Kraft. "Teacher and Teaching Effects on Students' Attitudes and Behaviors." Educational Evaluation and Policy Analysis, vol. 39, no. 1, 8 Oct. 2016, pp. 146-70, https://doi. org/10.3102/0162373716670260.

• Cherry, Kendra. "How to Give Feedback Effectively and Respectfully." Edited by Rachel Goldman. Verywell Mind, Dotdash Media, 27 Oct. 2023, www.verywellmind.com/how-to-give-feedback-8363534.