525- Week 2 Article Reflection

I reviewed the article "Feedback That Fits" by Susan M. Brookhart. There has been a big push in the last couple of years for teachers to reevaluate how we give feedback and how important it is that we give it. This article was of particular interest to me for that reason. I have never been comfortable with my ability to give appropriate of feedback with intentionality. I do believe that I have gotten by because God has gifted me the natural inclination to do so, however I understand that God intends for us to hone His gifts through study and application!

I appreciated Brookhart's attention to the student's perspective when it comes to the effectiveness of feedback. As I reflect on the interactions I have with my students, I realize that I tend to do this sub-consciously as I give feedback, but it is something I never think about intentionally. However, this thought provoking, nugget of wisdom has shown me how I've missed some pivotal opportunities with some students. In an effort to show my students how not to sweat the small stuff and to "buck up" and not be afraid to make mistakes, I'm sure there were/are times when I fail to truly consider how the impact of that "tough love" can be damaging with certain students and circumstances.

The article also discussed the importance of giving feedback while students are still thinking about the work. This is an important piece of giving effective feedback, and one that I feel most discouraged about. Effective feedback takes time...period! As an elementary teacher at a school with NO specials, failing district mandates, and decrease supplemental assistance, the freedom to apply valuable professional development is a joke! It's getting to the point where all I do is triage what is most important at the time or take time away from my family by staying at school late or bringing my work home (more than usual)! UGH!

I took to heart Brookhart's warning not give in to the temptation of fixing everything you see. I have to constantly remind myself to stay focused on the learning targets! The example of the 4th grade writing piece on cats vs. dogs as pets is precisely why I love using rubrics and checklists. I can predetermine my feedback based on my objectives. This helps me stay focused with my feedback, keeping my students focused, also. Ultimately, effective feedback is crucial to providing quality education. It encourages higher level thinking and valuable self-evaluation skills, while developing a well-rounded, life-long learner.

525- Learning/Teaching Principles

The principles of learning and teaching provide incredible insights into the essence of education. Learning Principle #7, to become self-directed learners, students must learn to monitor and adjust their approaches to learning, speaks to the students ability and willingness to self-assess themselves. As an Alverno grad, I am well versed in this area, and see great value in it. The action of honestly looking at one's own understandings, strengths, and weaknesses builds a solid foundation for self-direction.
Teaching Principle #1, effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching, speaks volumes about the importance of developing meaningful relationships with our students. Taking the time to get to know who we are teaching is the difference between being quality educators and people who just instruct. When you know how your students learn, you know how to effectively communicate and facilitate learning.